VITA

Patrick C. Willis Assistant Professor, School of Social and Behavioral Sciences 155 N. First Ave., #200 Hillsboro, OR 97124 (503) 821-1120

December 31, 2012

Education and Employment

Education

Year University Degree Field of Study

1993 Portland State University Master of Science Biology, Education 1983 Portland State University Bachelors of Science Biology

Current Professional Certifications

Year Certifying Body Certification

1983-2012 Teachers Standards and Practices Commission Oregon Teaching Certificate for public schools, primary and secondary teaching. Biology, Integrated Studies in Science

2006 Center for Informal Learning and Schools (CILS) Informal Learning Learning Theory and Research Certificate from CILS The Exploratorium. Los Angles, California and National Science Foundation

1998 U.S. Coast Guard 25 ton Limited Masters Charter Pilot for operating passenger vessels on waters of the NW.

1 Employment Information

Years Employer/Location Title and Description of Duties

2008-Present Oregon State University Assistant Professor, County 4-H Youth Washington County Development Faculty. Employ best practices in youth development in providing leadership and oversight to a diverse portfolio of Extension programs focused on the needs of youth. Recruit, screen, and train volunteers to assist with program delivery. Manage countywide educational activities including fairs, classes, teacher in-services, camps, afterschool and club programs. Write and implement grants, supervise three program staff and integrate Washington and Multnomah County 4-H programming with other Extension and OSU programs.

1991-2008 City of Hillsboro Executive Director, Jackson Bottom Wetlands Hillsboro, Oregon Develop and manage education, restoration, public involvement, research projects, exhibit design, and habitat enhancement programs for the 725 acre wildlife preserve. Recruit and train staff and volunteers, manage the operation and fundraising for a 12,000 sq. ft. wetland education center.

1989-2008 Marylhurst University Adjunct Faculty, Science Department Marylhurst, Oregon Develop curriculum and teach undergraduate courses in oceanography, wetlands, environmental education, and aquatic biology. Co-leader for the Headstart Teacher Summer Science Institute.

1991-2010 Lewis and Clark College Adjunct Faculty, School of Education Design and teach graduate level field natural history course for pre-service classroom teachers.

1994-2002 Oregon State University Adjunct Faculty, OSU Extension Sea Grant Newport, Oregon Design and teach undergraduate and graduate courses in oceanography and wetlands for pre- service and in-serve educators at the Hatfield Marine Science Center.

1983-1991 Oregon Museum of Manager of Westside Programs Science and Industry Manage OMSI's field based and marine science Portland, Oregon programs for schools and groups. Develop statewide outreach programs, residential outdoor schools, Elderhostel, youth, adult, and family programs, and education workshops for teachers. 2 Teaching, Advising and Other Assignments

Instructional Summary

Credit Courses

Course # Course Name Credits Term Year Students

ENV 509 4-H Sustainable Schools 2 Summer 2009-2012 106 and Clubs, Portland, OR. (Co-lead with Maureen Hosty and Jon Mayer, 32 hours of contact time/course)

SCI 555 Field Natural History 3 Summer 2009-2010 66 Lewis and Clark College, Portland Oregon. (Lead instructor, 30 hours contact time)

ENV 349 Wetlands Biology 3 Winter 2010 12 Portland State University, Portland, OR. (Guest instructor to teach wetlands delineation and Hydrogeomorphic Modeling. 6 contact hours)

Non-Credit Courses/Workshops

Teaching Summary Non-Credit Courses/Workshops

Type # of Classes # Participants

Volunteer Leadership Education and Youth Development 163 1,220 Natural Resource-Place Based Education 203 2,998 Science Education 180 2,003

Total 546 6,221

Volunteer Leadership Education and Youth Development

Positive adult role models as youth mentors is the backbone of 4-H as a positive youth development program. Individuals who volunteer to work with youth in 4-H programs need to develop an understanding of how young people grow and develop over time. Consequently, new volunteers are required to participate in a four hour workshop before beginning their service. The initial orientation, combined with on-going training, education, and support, empowers volunteers to meet the needs of youth in today’s society. Volunteers gain proficiency in providing youth a safe emotional and physical environment, an inclusive environment, engagement in learning, and opportunities for mastery, independence, belonging and generosity.

3 Willis, P. (2009-Present). Positive Youth Development Advancement Program Series. (Advanced training for 4-H volunteers during monthly advisory committee meetings.) Beaverton-Hillsboro, OR. 49 sessions of one hour each, 49 total hours of instruction, 260 total participants.

Willis, P. (2008-Present). New Leader Orientation. (Orientation for new 4-H volunteers.) Beaverton-Hillsboro, OR. 104 sessions of three hours each, 312 total hours of instruction, 198 total participants.

Willis, P. (2010-Present). Ages and Stages for 4-H Leaders. (An advanced training course for 4-H volunteers.) Beaverton-Hillsboro, OR. 5 sessions of 1 hour each, 5 hours of total instruction, 154 total participants.

Willis, P. and J. Mayer, M. Quinn, O. Merecias-Cuevas (2011). Positive Youth Development Training. (A workshop developed for AC Portland and Adida’s volunteer training.) Portland, OR. 2 sessions of 7 hours each, 14 total hours of instruction, 16 total participants.

Willis, P. and J. Mayer, M. Quinn, O. Merecias-Cuevas (2011). Reedville Healthy Living Workshop. Beaverton, OR. 1 session, 4 hours, 300 participants.

Willis, P. (2009-Present). 4-H Leader Continuing Education Series. (A program for 4-H Wagon Train adults and teen leaders.) Beaverton-Hillsboro, OR. 14 sessions of one hour each, 14 total hours of instruction, 182 total participants.

Willis, P. (2009-2012). Learning Styles for 4-H Leaders. (A workshop for adult 4-H volunteers.) Beaverton, OR. 4 sessions, one hour each, 8 total hours of instruction, 49 total participants.

Willis, P. and J. Mayer (2009-2010). Super Summer Science Camp Staff Youth Development Training. Youth Camp Counselors, grades 9-11. Eugene, OR. 3 sessions, 12 total hours, 8 participants.

Natural Resource-Place Based Education

Natural Resource-Place Based Education begins with providing youth the opportunity to learn and engage in authentic science and culturally rich programming in the natural world. Learners are given the opportunities and access to resources to make a positive difference in their community. A goal of the OSU Extension Service is to provide Oregonians information and resources to help manage natural resources and problem solve today’s complex environmental issues; youth must have access to these resources as Oregonians. Research shows that successful natural science programs incorporate educational activities in the natural environment in addition to formal classroom settings. Over the past several years, teaching and youth engagement has focused on natural resource and place-based concepts, connecting youth, teachers, and volunteers to their school, their community, and the natural world.

Willis, P. (2010-Present). Natural Resource-Place Based Education Workshop Series (an on- going series of workshops, planning sessions, and lesson program building workshops for partner 4-H schools) Portland-Metro area, OR. 96 sessions, 105 total hours, 169 participants. 4 Willis, P. (2012). Wetland Types, Functions, and Values. Youth grades 11-12, St. Helens High School. St Helens, OR. 6 sessions, 8 total hours, 138 participants.

Willis, P. (2012). Owl Pellets (a hands-on dissection and anatomy class.) Youth grades 3-6, Tualatin, OR. 4 sessions, 6 total hours, 61 participants.

Willis, P. (2012). Bird Adaptations (a study of bird characteristics.) Youth grades 3-6, Beaverton, OR. 6 sessions, 6 total hours, 87 participants.

Willis, P. (2011-2012). Watersheds. (A hands-on class using watershed models to increase understanding of watershed concepts). Youth grades 4-6. Beaverton, OR. 4 sessions, 8 total hours, 88 participants.

Hosty, M., P. Willis, and J. Mayer. (2009-2012). Sustainable Living, Schools and Clubs. (A professional development workshop for teachers, administrators, and 4-H club leaders/volunteers.) Portland-Metro area, OR. 11 days, 77 total hours, 106 participants.

Willis, P. (2011-2012). Tracks and Scat. (A field-based wildlife monitoring and identification class.) Youth grades 3-6, Portland, OR. 4 sessions, 6 total hours, 105 participants.

Youth grades 3-6, Polk County Home School Outdoor School, 4-H Center. Salem, OR. 4 sessions, 6 total hours, 88 participants.

Youth grades 3-6. Super Science Camp. Salem, OR. 2 sessions, 3 total hours, 45 participants.

Willis, P. (2011-2012). Reedville Family Natural Science Nights. (A series of school programs to encourage youth activity in the out-of-doors.) Beaverton, OR. 6 sessions, 6 total hours, 154 participants.

Willis, P. (2011-2012). Water Quality Monitoring. Youth grades 5-6. Forest Grove, OR. 2 sessions, 6 total hours, 71 participants.

Willis, P. (2011-2012). Habitat Surveying Techniques. (Students learn to use automatic levelers and stadia systems in habitat monitoring and enhancement projects). Youth grades 10-12. Beaverton, OR. 6 sessions, 9 total hours, 37 participants.

Willis, P. (2011-2102). Wildlife Monitoring and Plaster Casts of Animal Tracks. Youth grades 6-12. Beaverton, OR. 4 sessions, 6 total hours, 38 participants.

Willis, P. (2011-2012). Square Foot Gardening. (Students develop planting plans for a school garden). Youth grades 4-6. Tualatin, OR. 3 sessions, 5 total hours, 78 participants.

Willis, P. (2011). Bird Box Survey. Youth grades 10-12. Beaverton, OR. 1 sessions, 3 total hours, 18 participants.

Willis, P. (2011). Estuary Wildlife Survey. Youth grades 9-12. Beaverton, OR. 1 sessions, 6 total hours, 18 participants.

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Willis, P. and P. Taylor (2009-2011). School Garden and Habitat Workshops. (A planning program for youth, teachers, and volunteers to develop school outdoor projects). Youth grades K-6 and adults, City View Charter School. Hillsboro, OR. 2 sessions, 6 total hours, 38 participants.

Youth grades K-6 and adults. Tualatin Elementary, Tualatin, OR. 22 sessions, 37 total hours, 586 participants.

Willis, P. (2010- 2012). Student Field Journaling Techniques and Processes. (Students and teachers develop skills in data collection, observation, wildlife monitoring, and writing using a left and right brain journaling system). Youth grades 5-6. Metro, OR. 15 sessions, 25 total hours, 338 participants.

Willis, P. (2010-2011). Wetlands and Watersheds. (Students use metaphors to describe the values of wetlands and watersheds). Oregon Home School Network, youth grades 3-9. Beaverton, OR. 2 sessions, 6 total hours, 38 participants.

Willis, P. (2010-2011). Wetlands Mitigation and Hydrogeomorphic Modeling Functional Assessment. Youth grades 10-12, St. Helen’s High School. St Helens OR. 7 sessions, 14 total hours, 119 participants.

Willis, P. (2010-2011). Wetland Habitat Field Study. Youth grades 9-12, Terra Nova School. Beaverton, OR. 2 sessions, 17 total hours, 17 participants.

Willis, P. (2011). Multnomah County Water Wizard Sustainability Camp. (A series of outdoor lessons engaging youth with water related concepts through hands-on activities.) Youth grades 7-12, Portland State University. Portland, OR. 1 session, 9 total hours, 22 participants.

Willis, P., M. Hosty, and J. Mayer (2010). School Garden/Habitat Tour. (An interpreted tour of five school garden and habitat enhancement project sites.) Portland-Metro area, OR. 1 session, 7 total hours, 45 participants (teachers, school administrators, natural resource agency staff, and volunteers.)

Willis, P. (2010). Oregon Coast Residential Outdoor School in Newport OR. Youth grades 4-6 and adults, from Forest Grove Community School, OR. 3 day overnight program, 34 total hours, 87 participants.

Willis, P. (2010). Bird Box Construction and Installation. Youth grades 9-12, School for the Blind. Salem, OR. 2 sessions, 7 total hours, 18 participants.

Willis, P. (2010). Increasing Awareness, Knowledge and Appreciation of Nature using a Field Journaling System. Adult volunteers from the Audubon Society of Salem. Salem, OR, 1 session, 2 total hours, 36 participants.

Willis, P. (2010). Birds and Flight. Youth grades 3-6, Polk County Home School Outdoor School, 4-H Center. Salem, OR. 4 sessions, 6 total hours, 90 participants.

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Willis, P. (2009). GPS Treasure Hunting. Youth grades 3-6. Warrenton, OR. 6 sessions, 6 total hours, 91 participants.

Willis, P. (2009). Ocean Study Field Program, 4-H Summer Conference. Youth grades 8-12. Newport, OR. 1 session, 8 total hours, 48 participants.

Willis, P. (2009). Macroinvertebrates and Water Quality, EAGLE Trek Summer Camp. Youth grades 4-11. Salem, OR. 2 sessions, 2 total hours, 21 participants.

Willis, P. (2009). Tracking-Plaster Casts and Ink Tracker, EAGLE Trek Summer Camp. Youth grades 4-11. Salem, OR. 2 sessions,4 total hours, 21 participants.

Willis, P. (2009). Sandy Beach Activities, EAGLE Trek Summer Camp. Youth grades 4-11. Salem, OR. 1 session, 2 total hours, 21 participants.

Willis, P. and J. Mayer, (2009). Wildlife and Astronomy Night Hike, EAGLE Trek Summer Camp. Youth grades 4-11. Salem, OR. 2 sessions, 2 hours, 21 participants.

Willis, P. (2009). Oh-Deer, Project Wild, EAGLE Trek Summer Camp. Youth grades 4-11. Salem, OR. 1 session, 45 minutes, 21 participants.

Science Education Studies show American students are not taking enough interest in science, technology, engineering and math, resulting in a startling shortage of scientists and engineers. Non-formal education programs play a powerful role in a young person’s development of positive attitudes, knowledge, and confidence in science. Improving science education is a national goal of 4-H. Science, Technology, Engineering, and Math (STEM) goals are used as guideposts to develop and deliver 4-H science programs that are content and contextually valid. 4-H in Washington and Multnomah counties, in concert with the Oregon 4-H Science Leadership Team, is making a special effort to meet these goals by providing science rich opportunities in camps, volunteer training, teacher pre service and in-service programs, after-school programs, school enrichment, and in all projects areas of 4-H.

Willis, P. (2012). Solar Cars and Photovoltaic’s. Youth grades 3-6, Tualatin, OR. 4 sessions, 8 total hours, 56 participants.

Willis, P. (2009-2012). Science-It’s All Around Us. (An introduction to developing quality science questions.) Youth grades 8-12. High Desert Leadership Institute. Redmond, OR. 2 sessions, 3 total hours, 29 participants.

Youth grades 8-12. 4-H Summer Conference. Corvallis, OR. 3 sessions, 4 hours, 58 participants.

Youth grades 9-12. 4-H W.O.R.L.D. Salem, OR. 1 session, 1 hour, 71 participants.

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Willis, P. (2011-2012). Fire is Cool-Fire Science and Safety. Youth grades 8-12. High Desert Leadership Institute. Redmond, OR. 2 sessions, 3 total hours, 38 participants.

Youth grades 8-12. 4-H Summer Conference. Corvallis, OR. 2 sessions, 4 total hours, 46 participants.

Willis, P. (2011-2012). Energy and Momentum. Youth grades 4-6. Aloha, OR. 6 session, 12 total hours, 201 participants.

Willis, P. (2011-2012). Maps and Magnets. Youth grades 3-6. Tualatin, OR. 3 sessions, 6 total hours, 35 participants.

Willis, P. (2011-2012). The Unique Characteristics of Frozen Water-Ice. Youth grades 4-6. Aloha, OR. 4 sessions, 7 total hours, 149 participants.

Willis, P. (2009-2012). The Science Inquiry Process: How to do Science. Youth and Adults in a 4-H leadership workshop. Salem, OR. 1 session, 2 total hours, 27 participants.

Adult and teen leaders at all leaders meetings. Beaverton, OR. 19 sessions, 20 total hours, 302 participants.

Willis, P. (2011-2012). Wind Energy and the Power of Wind. Youth grades 4-6. Portland, OR. 8 sessions, 8 total hours, 121 participants.

Willis, P. (2011-2012). Altered States of Matter. (Youth experiment with solids, liquids, and gas phase changes.) Youth grades 4-6. Forest Grove, OR. 3 sessions, 5 total hours, 91 participants.

Willis, P. (2011-2012). Flying Machines. (A hands-on class investigating of both bird and human flight and flight dynamics). Youth grades 4-6. Aloha, OR. 3 sessions, 6 hours, 87 participants.

Willis, P. (2011-2012). Friction. (Investigations into coefficients of friction, heat, and energy.) Youth grades 4-6. Aloha, OR. 3 sessions, 6 total hours, 89 participants.

Willis, P. (2009-2012). Afterschool Science Program Training for Volunteers.

Reedville Elementary. Beaverton, OR. 8 sessions, 10 total hours, 7 participants. St. Stephens School. Beaverton, OR. 9 sessions, 18 total hours, 17 participants. Forest Grove Community School. Forest Grove, OR. 6 sessions, 16 total hours, 18 participants. Tualatin Elementary. Tualatin, OR. 6 sessions, 12 total hours, 18 participants. City View Charter School, Hillsboro, OR. 4 sessions, 6 total hours, 4 participants. MITCH Charter School, Tualatin, OR. 3 sessions, 6 total hours, 5 participants. Imaly Elementary, Hillsboro, OR. 2 sessions, 6 total hours, 3 participants. McKinney Elementary. Hillsboro, OR. 2 sessions, 6 total hours, 3 participants.

8 Willis, P. (2009-2012). Science Fair Judging Training, Beaverton Summa School, Beaverton, OR. Adult volunteers, 5 sessions, 8 totals hours, 87 participants.

Willis, P. (2009-2012). Developing a Science Fair. Classroom Teachers, Beaverton, OR. 4 sessions, 8 total hours, 12 participants.

Willis, P. (2009-2012). Rockets and Flight. St. Stephen’s Afterschool 4-H Club. Youth grades 2-5. Beaverton, OR. 3 sessions, 3 total hours, 145 participants.

Willis, P. (2009-2012). Electricity and Magnetism. St. Stephen’s Afterschool 4-H Club. Youth grades 2-5. Beaverton, OR. 4 sessions, 6 total hours, 53 participants.

Willis, P. (2009-2012). Backyard Science, Grandparents Raising Grandchildren Workshop. Adults. Beaverton, OR. 1 session, 6 total hours, 60 participants.

Willis, P. (2009). Messy Science, Super Saturday Learning Day. Youth grades 2-11. Beaverton, OR. 1 session, 1 total hour, 18 participants.

Willis, P. (2009). Science, Engineering, and Technology. Saturday Learning Day. Yamhill County, OR. 1 session, 1 total hour, 22 participants.

Willis, P. and C. Steiner. (2009). Afterschool Science Inquiry. Pointer Junior High. Youth grades 6-8. Beaverton, OR. 8 sessions, 16 total hours, 14 participants.

Curriculum Development

Willis, P. (2009-2012). Afterschool Science Programs. Developed a series of afterschool science kits with instructions, curriculum, and equipment/supplies. The goal of these programs is to provide resources for volunteers and staff to increase youth involvement in STEM (Science, Technology, Engineering, Math) and science inquiry in afterschool and/or 4-H club based programs. 48 one-hour lessons have been developed and are currently being used in 14 afterschool programs in Washington and Multnomah counties. Eight counties in Oregon have used these programs and activities (Marion, Clatsop, Clackamas, Crooke, Wasco, Lincoln, Polk and Lane). Marion County used one of the lessons for a county wide event, engaging 800 youth in the activity. Twelve states have requested information about the programs and have been used in 5 states (Florida, Maine, Washington, Idaho, Colorado). The programs and materials are designed to be one hour in length with easy to follow information for volunteers. Program topics include:

Topic/Science Concepts Number of one-hour programs developed  Flight 5  Weather 3  Rockets 5  Tracks and Scat 3  Microscopes and Macroinvertebrates 3  Sound Science 5

9  Magnets and Electricity 3  Energy 2  Kitchen Chemistry 2  Water Quality 4  Wetlands and Watersheds 5  Family Science 1  Insects 4  Birds 3  Owl Pellets 1  Maps and Magnets 2  Beavers 2  Surveying and Quadrats 2  Solar Cars and Photovoltaic’s 1  Diving Reflex and Marine Mammals 1  Heart Health 3  Field Journals 2  ROV’s 3  Quill Pens 1  Fecal Parasites 3  Fire Safety 2  Ten Essentials 1  Squid Dissection 1  Leather Tanning 1  Bird Bones 1  Antlers and Horns 1

Willis, P. (PI) and L. Black, J. Green, (co-PI) J. Mayer (2011). 4-H Professionals Implementing Science Inquiry. Primary Investigator for developing ten science inquiry video vignettes. Each video describes and demonstrates the science inquiry process, and models teaching and learning styles. The videos are posted on the OSU Website: http://www.youtube.com/user/OregonStateUniv/search?query=science+inquiry+video&view=u DVD’s were distributed to all 36 counties in Oregon. The science inquiry videos were presented to all Oregon 4-H faculty in a 4 hour training during the 2011 annual 4-H/FCH state conference. A follow-up training was also conducted for all 4-H staff during the 2012 4-H/FCH state conference. A total of 76 4-H staff participated in the 2011 workshop and 49 staff during the 2012 conference. The video’s were chosen to be featured as the only 4-H science project example for the National 4-H Council grant report to the grantor, the Noyce Foundation.

Willis, P. (2011-12). Place-based Education in Schools. Place-based education is an approach to teaching and learning that connects learners to community and place. Resource people and educators who adopt this approach investigate local culture, natural features and resource issues, economic challenges and opportunities, and community governance. Students are given the opportunity to participate in work that is valuable for the community at the same time that community members are given the opportunity to share their knowledge and expertise with students. Teachers participate in a place-based professional development workshop combined with regular follow up meetings/trainings and program assessments. When Natural Resource- Place Based Education is well implemented, the boundary between 4-H, schools and 10 communities, become permeable, and students and community members benefit from the partnerships that are forged. The program engages educators and parent volunteers in a series of activities and planning sessions, including:

 program visioning and mission statement building,  partnership and project development,  funding and grant development,  community asset mapping,  community engagement models study,  program assessment,  scope and sequence,  citizen involvement.

This Place Based Education program model has been presented at profession conferences and has been requested by faculty in five other states, including Maine, California, Washington, and Florida.

Willis, P. (2010-2011). 4-H Science Inquiry and Experiential Learning. Designed and implemented a two hour workshop for volunteers and educators that engages participants in techniques and formats to help youth gain skills and knowledge in the sciences. Science Inquiry is used as a methodology to provide quality experiential learning. Four hands-on activities, a 24 slide PowerPoint presentation detailing five case examples, and written materials provide tools to help implement science inquiry. The program was presented at the National 4-H Youth mentoring workshop in Washington DC as a training workshop for the National 4-H Council Youth Mentoring Program and the Office of Juvenile Justice and Delinquency Prevention.

Willis, P., S. Sowders, A. Phillips (2012). Youth Leadership for Health Equity: Heart Health. Designed and implemented a two hour workshop for volunteers and educators that engages participants in techniques and formats to help youth gain skills and knowledge in the health sciences. The program was presented at David Douglas High School and the National 4-H Youth mentoring workshop in Washington DC as a training workshop for the National 4-H Council Youth Mentoring Program and the Office of Juvenile Justice and Delinquency Prevention

Educational Materials

Publications for County or Area Distribution

Willis, P. (2011). Place-based Program Systems. Prepared for the Northwest Place-based Education Network. OSU Extension Service, Hillsboro, OR. 4 pp. 130 distributed.

Willis, P. (2011). Afterschool Science Programming. Prepared for teacher and volunteer training programs. OSU Extension Service, Hillsboro, OR. 10 pp. 250 distributed.

Willis, P. (2011). Building Partnerships. Prepared for the North American Association of Environmental Educators. OSU Extension Service, Hillsboro, OR. 4 pp. 80 distributed.

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Willis, P. (2009-2011). OSU to You. Contributing writer for a Washington and Multnomah County Extension publication for decision makers. OSU Extension Service, Hillsboro, OR. 12 issues, 2 pp. 280 disturbed per issue.

Willis, P. (2011). Doing Science. Produced for the Science Leadership Academy and National 4-H. OSU Extension Service, Hillsboro, OR. 6 pp. 355 distributed.

Willis, P. and D. Schaal (2009-2011). Washington County Fair Book. A Washington County OSU Extension publication for 4-H youth, leaders, and superintendents. OSU Extension Service, Hillsboro, OR. 3 issues, 124 pp. 600 copies disturbed per year.

Willis, P. (2009). OSU Extension 4-H in Washington County-The Positive Impact of 4-H in Our Community. Produced for a county-wide Extension brief. OSU Extension Service, Hillsboro, OR. 3 pp. 180 distributed.

Educational Newsletters

Willis, P., J. Mayer, A. Phillips, D. Schaal, S. Sowders, and O. Merecias-Cuevas (Contributor/Writer/Editor) (2009-Present). Washington- Multnomah County 4-H News and Information. Published 12 times per year, OSU Extension Service, Washington County, OR. 8- 10 pp, distributed to 1,200 members and 280 volunteers per issue via e-mail or hard copy.

Willis, P., J. Mayer, A. Phillips, D. Schaal, S. Sowders and O. Merecias-Cuevas (2009-Present). Washington-Multnomah County 4-H Calendar Updates. Published weekly, OSU Extension Service, Hillsboro, OR. 1-2 pp, distributed to 1,200 members and 280 volunteers per issue via e-mail or hard copy.

Willis, P. (2009). 4-H Monthly E-mail Update. Published 10 times per year, OSU Extension Service, Hillsboro, OR. 3-5 pp, 1,200 distributed per issue via e-mail.

Teaching Materials

Willis, P. (2009-2012). What’s New in 4-H?. (revised). 4-H members, OSU Extension Service, Hillsboro, OR. 14 pp, 230 distributed.

Willis, P. (2011-2012). 4-H Afterschool Science Methods. Volunteers leading elementary grade afterschool programs in three school districts. OSU Extension Service, Washington County, OR. 4 pp, 28 distributed.

Willis, P. (2010). Science Inquiry and Experiential Learning. Afterschool science for 4-H program volunteers. OSU Extension Service, Washington County, OR. 6 pp, 850 distributed.

12 Digital Media Productions

Willis, P. and L. Black, J. Green, J. Mayer (2011). Science Inquiry Videos. OSU Website and distributed to all 36 Oregon counties and 47 states. DVD videos.

Willis, P. (2010-2012). New Leader Orientation Jeopardy Game . OSU Extension Washington and Multnomah County. PowerPoint presentation.

Willis, P. (2009-2012). New Leader Orientation Slideshow. OSU Extension Washington and Multnomah County. PowerPoint presentation.

Willis, P. (2009-2012). Accomplishing 4-H STEM and Citizenship Goals using Place-based Education Strategies. OSU Extension Washington and Multnomah County. PowerPoint presentation.

Willis, P. (2011-2012). Student Field Journaling Techniques. OSU Extension 4-H Washington and Multnomah County. PowerPoint presentation.

Willis, P. (2011-2102). Youth Mentoring and Positive Youth Development. AC Portland and Adida’s Volunteer Series. PowerPoint presentation.

Willis, P. (2010-2012). Wetland Jeopardy Game . OSU Extension 4-H Washington and Multnomah County. PowerPoint presentation.

Willis, P. (2010). The Importance of Education and Public Involvement in Habitat Restoration. Oregon Watershed Enhancement Board. PowerPoint presentation.

Willis, P. (2009). Linking Community Resources with Educational Resources. National Interpreters Association. PowerPoint presentation.

Willis, P. (2009). Involving high school students in authentic field-based science inquiry. Oregon Watershed Enhancement Board. PowerPoint presentation.

Willis, P. (2009). 4-H SET standards. OSU Extension Washington and Multnomah County. PowerPoint presentation.

Willis, P. (2009). Teaching in Place: Addressing Nature Deficit Disorder Through Community Partnerships. North American Association of Environmental Educators. PowerPoint presentation.

Program Management Materials

Willis, P. (2009-2012). 4-H New Leader Training Packets. New 4-H Leaders, 48 pp, 305 distributed.

Willis, P. and J. Mayer (2009-2011). 4-H New Club Recruitment Brochures. Youth and adults in the metro area. 2 pp, 2,000 distributed. 13

Willis, P. (2009-2012). OSU Extension 4-H Tabletop Displays. For 4-H events, public meetings, workshops and events, 4 panel display, 3 developed.

Willis, P. (2009-2012). Insect Life Cycle Traveling Exhibits. For 4-H events, club meeting, public displays, 2 interactive tabletop exhibits.

Willis, P. (2009-2010). 4-H Fall Harvest Festival Posters. Youth and adults in the metro area. 1 pp, 2,400 distributed.

Willis, P. (2010). Super Science Camp Poster. Youth and adults in the metro area. 1 pp, 1,200 distributed.

Willis, P. (2009). 4-H Bigger Makers—Microscopy Traveling Exhibit. For 4-H events, club meetings, public displays, 2 interactive tabletop exhibits.

Willis, P. (2009). 4-H Information Brochure. Youth and adults in the metro area. 2 pp, 500 distributed.

Willis, P. (2009). 4-H Afterschool Science Program Flyer. Youth and adults in the metro area. 1 pp, 200 distributed.

Willis, P. (2009). EAGLE Trek Camp Poster. Youth and adults in the metro area. 1 pp, 2,000 distributed.

Willis, P. (2009). 4-H Coastal Family Camp Flyer. Youth and adults in the metro area. 1 pp, 1,400 distributed.

Willis, P. (2009). It’s Record Books Time of the Year. Youth and adults in the metro area. 1 pp, 1,400 distributed.

Willis, P. (2009). Teaching in Place: Addressing Nature Deficit Disorder Through Community Partnerships. Adults at the National Association of Interpreters National conference. 2 pp, 38 distributed.

Evaluation Tools or Instruments for Data Collection

Willis, P. (2010-Present). 4-H New Leader Orientation Evaluation. OSU Extension Service. 1 pp, 135 distributed.

Willis, P. (2011-present). Student Watershed Field Journal Retrospective Assessment. OSU Extension Service 4-H. 1 pp, 87 distributed

Willis, P. (2011-present). Remote Operated Vehicle Coastal Field Monitoring Program. OSU Extension Service 4-H. 1 page, 18 distributed.

14 Willis, P. (2011). Science Fair Parent Engagement using Hands-on Science Exhibits. OSU Extension Service 4-H. 1 page, 55 distributed.

Willis, P. (2011). Macroinvertebrate Lake Survey. OSU Extension Service 4-H. 1 page, 70 distributed.

Willis, P. (2011). Tracks and Scat. OSU Extension Service 4-H. 1 page, 100 distributed.

Willis, P. (2010-2011). 4-H Youth, Leader, and Parent Evaluation of the Washington County Fair. OSU Extension Service 4-H. 2 pp, 850 distributed

Willis, P. (2009-2011). Fall Fair Debrief and Needs Assessment. OSU Extension Service 4-H. 1 pp, 235 distributed.

Willis, P. (2010-2011). Fire is Cool. OSU Extension Service 4-H. 1 pp, 75 distributed.

Willis, P. (2010-2011). Geocaching. OSU Extension Service. 1 pp, 58 distributed

Willis, P. (2009-2011). Afterschool Science Program Guide for Volunteer Training. OSU Extension Service 4-H. 2 pp, 350 distributed.

Willis, P. (2010-2011). Hands-on Science Exhibits for STEM. OSU Extension Service 4-H. 1 page, 100 distributed.

Willis, P. and M. Arnold, B. Dolenc Nott (2010). Validating the use of Student Journaling as an Effective Program Evaluation Method. OSU Extension Service 4-H. 7 pp, 300 distributed.

Willis, P. and M. Hosty, J. Mayer (2010-2011). Super Science Camp Evaluation. OSU Extension Service4-H. 2 pp, 76 distributed.

Willis, P. (2009-2010). 4-H Fall Harvest Festival Evaluation. OSU Extension Service 4-H. 1 pp, 218 distributed.

Willis, P. (2009-2010). Super Saturday Learning Day. OSU Extension Service. 2 pp, 97 distributed.

Willis, P. (2009-2010). Whistle Stop Volunteer and Youth Event. OSU Extension Service 4-H. 1 pp, 143 distributed.

Willis, P. (2010). Increasing awareness, knowledge and appreciation of nature using a unique of field journaling system. National Camping Institute presentation. OSU Extension Service 4-H. 2 pp, 29 distributed

Willis, P. (2009). Science, Engineering, and Technology, Saturday Learning Day. OSU Extension Service 4-H. 2 pp, 14 distributed

Willis, P. (2009). Science: It’s All Around Us. OSU Extension Service. 1 pp, 18 distributed

15 Willis, P. and J. Mayer (2009). EAGLE Trek Summer Camp Participants. OSU Extension Service 4-H. 1 pp, 15 distributed.

Willis, P. and J. Mayer (2009). EAGLE Trek Camp Counselor. OSU Extension Service 4-H. 1 pp, 6 distributed.

Willis, P. (2009). Accomplishing 4-H SET & Citizenship Goals using Place-Based Education Strategies. OSU Extension Service 4-H. 1 pp, 18 distributed.

Team or Collaborative Efforts

4-H Science Leadership Academy. Willis, P. (Team Leader), L. Black, J. Green, and J. Mayer. The National 4-H Council received a $5 million grant from the Noyce Foundation to implement the National 4-H Science Leadership Academy. Four OSU Extension 4-H faculty were selected to take part in the Academy. The academy was held at National 4-H Center December 7-9, 2010, bringing together participating faculty from across the nation. The Academy encompasses ongoing web-based opportunities, conference calls, professional development, and educational resources. Academy goals include:  Assessing needs for professional development, technical assistance, and resources to support state and local 4-H Science Plans of Action (formerly 4-H SET Plans),  Provide high-quality training and technical assistance to help equip LGU’s to implement sustainable and scalable 4-H Science plans,  Provide 4-H Science teams with training, tools, and technical assistance in 4-H Science curriculum, professional development, evaluation and fund development,  Assist in transferring the skills and tools into the other mission mandate areas – Healthy Living and Citizenship as appropriate.

The Oregon Science Leadership Team received a $1,500 grant from the Noyce Foundation to develop materials to increase science programming state-wide. The team also received an additional $5,000 grant from Noyce to provide more in depth staff and volunteer training resources. The team developed a series of 10 science inquiry video vignettes demonstrating the inquiry process across a wide range of 4-H project areas. The DVD is posted on the OSU YouTube site. http://www.youtube.com/user/OregonStateUniv/search?query=science+inquiry+video&view=u

Bureau of Environmental Services Education Committee (2009-Present) The Bureau of Environmental Services Education Committee is a collaboration of formal and informal education providers and leaders who meet bi-monthly to share and evaluate program development and delivery focusing on natural resource health and sustainability. Members on the committee represent a diverse cross-section of natural science and science education entities; OSU Extension, OMSI, Portland Public Schools, Beaverton School District, Portland State University, Portland Community College, City of Portland, Tryon Creek State Park, BPA, and EPA. The collaboration enables agencies and program developers to more effectively meet community and social needs. This results in the reduction of duplication, cooperative grant writing, program partnerships and increased positive impact on diverse audiences. The Education Committee meets bi-monthly to provide input and assessment for agency and school based natural resource program development and delivery.

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OSU Extension Watershed Education Team-WE Team (2009-Present) OSU Extension including Sea Grant, College of Forestry, College of Public Health and Human Sciences. The goal of the WE Team is “Empowering Oregonians with Comprehensive Watershed Education”. It is a multidisciplinary and cross-college team of professionals at Oregon State University with a united goal of extending research- based information on watershed health to other professionals working in the field, to decision makers, and to the general public. Each team member brings expertise and knowledge that support the goal of the team. Our work touches all aspects of watershed health and management from restoration and gardening to fish biology and ecology. My input is focused on providing educators and youth access to watershed programming and involvement strategies. The WE Team strives to improve the environment through encouraging learners at all levels to make personal investments in improving their own watershed in whatever ways are most appropriate, through personal choices, volunteering or as part of a career. The three major program areas are: Land Use - linking land use, water and watersheds, Human Values - integrating human values with watersheds, Ecosystems, Habitats, Organisms - conserving and managing ecosystems, organisms and habitats.

The Portland Metro STEM Partnership (2011-Present) The Portland Metro STEM Partnership is the prototype of a collective impact partnership that transforms K-12 science, technology, engineering and mathematics (STEM) learning in targeted schools. The partnership engages a cross-section of school districts, higher education, businesses, community partners and government agencies to design, develop, implement and evaluate strategic investment plans to transform the STEM learning and teaching cultures in schools. Particular emphasis is placed on schools that serve traditionally underrepresented populations so that all students have a pathway to achieving college and career readiness in STEM. The partnership employs an outcomes based design that supports teachers as they develop and implement proficiency based teaching and assessing practices that align with the outcomes of Oregon’s 40-40-20 education initiative. The Portland Metro STEM Center for College and Career Readiness serves as the communications and programming hub for the Portland Metro STEM Partnership. The STEM Center provides leadership, research, professional development and student services that enable schools to implement four-year strategic investment plans. This partnership design and engagement strategy is replicated in other geographic regions in Oregon. Collectively, the regional STEM education partnerships form a state-wide Oregon STEM Education Partnership that operates under the auspices of the Oregon Education Investment Board.

Oregon 4-H/Zoo Partnership (2011-Present) A collaboration between OSU Extension 4-H and the Oregon Zoo designed to develop a new model for delivering after-school and club-based wildlife education programs to underserved audiences. Our goal is to create a cadre of trained volunteers to work with youth in exploring and discovering the wonders of animals through hands-on learning experiences for school-based and after-school club programs. This project is still in the early stages. Major steps include: Meeting and identifying common needs, establishing vision and goals, developing a draft project proposal to share with other potential statewide partners, and sharing initial project proposal with other partners to ensure buy-in.

4-H Sustainable Schools and Clubs (2009-Present) Team members include: M. Hosty, P. Willis, J. Mayer, J., J. Nagele, B. Halverson, B. M. Quinn, H. Morris, and L. Black. The team is a collaborative with Extension faculty to develop, deliver, and asses Sustainable Living Schools and Clubs trainings for 17 teachers and volunteers. The team has developed and fostered partnerships with US Fish and Wildlife Service, Oregon Green Schools, Oregon Department of Agriculture Farm to School, Sustainable Oregon Schools, and the Oregon Department of Education Farm to School program. The team conducts volunteer and teacher in-service workshops on sustainability and healthy living concepts.

Oregon Youth Conservation Corps (OYCC) State Advisory Committee (2009-Present) Current Chair. Members include: Senator Floyd Prozanski; Representative Sal Esquivel (vice chair); PattiAnn Monzie, US Forest Service, James Straub, lumber industry; Bill Hastie, OWEB; Maggie Peyton, Nehalem Watershed Council; Darlene Scheler, ODFW; and OYCC staff. The Oregon Youth Conservation Corps (OYCC) and Summer Conservation Corps (SCC) was established by the Oregon Legislature in 1987 to provide a program to increase educational, training and employment opportunities for youth, to improve work skills, instill a strong work ethic, increase their employability, and to increase social skills such as tolerance of diversity, team work, social responsibility, appreciation of the environment. OYCC has a nine-member Advisory Committee, three members appointed by the Governor, three appointed by the Senate President and three appointed by the House Speaker. The committee meets quarterly to review and award grants, set program policies and vision.

Student, Participant/Client and Program Evaluations

Date Students Eval/Ret Class Title Rating (Rating Scale: 5 = excellent; 1 = very poor) 2012 62 youth 60 Watershed Modeling 4.89 2012 24 youth 24 Worms 4.94 2012 78 adults 71 Bee Buzzers-Science Inquiry 4.96 2012 32 youth 32 Owl Pellets 4.86 2011 46 (youth) 45 Fire is Cool 4.95 2011 25 (adults) 25 Science Inquiry 4.96 2011 32 (adults) 31 Student Field Journaling 4.81 2011 56 (youth) 56 Wetlands are the Best Lands 4.96 2011 23 (youth) 21 Wind Power 4.94 2010 16 (adults) 16 4-H Afterschool Science 4.90 2010 19 (adults) 19 Student Field Journal 4.92 2010 30 (youth) 24 Rockets 4.98 2010 25 (adults) 22 Nature Deficit Disorder 4.95 2009 17 (youth) 17 Messy Science 4.82 2009 22 (youth) 22 SET 4.68 2009 46 (youth & adult) 41 Family Science Night 4.65 2009 6 (adults) 6 Developing a Science Fair 5.00

18 Evidence of Program Impact

Student Journaling as an Effective Program Evaluation Method. (2010-2012) Willis, P. (PI) M. Arnold, (Co-PI), V. Bourdeau, and B. Dolenc Nott. The purpose of this study is to validate the use of student journaling as an effective method of program evaluation. Student journaling is a commonly used tool in the learning process for both formal and informal education programs. There is abundant anecdotal evidence of the positive connections to learning prescribed from student journaling and both formal and informal educators enthusiastically describe the benefits. There is however very little previous research that looks into student journaling as a method of program evaluation. IRB approval was received in 2010 for the first segment of the study. A revision of the IRB was approved in 2011 to repeat the journaling project with the information learned in year one. An article for a refereed journal will be submitted late spring, 2012.

Summary of what was done: This study took place at two elementary schools in Forest Grove, Oregon. Fifth and sixth grade students at Forest Grove Community School participated in a ten week watershed study using student journaling as an embedded process of the program. Students were asked to record information, data, and thoughts in their journals during and/or after their field programming experiences. Concurrently, fifth and sixth grade students at Tom McCall Upper Elementary participated in a general curriculum program without engaging students in the journaling process. Students from both schools were given pre and post tests to measure changes in learning, and student journals were analyzed to see how the students processed and explained what they learned. A comparison was made between the objective measures and the journals. An article is being developed that explains the results of this study and makes recommendations to improve learning and assessment when conducting journaling programs with youth.

Impacts of program: There was a significant difference in the pre and post test scores from Forest Grove Community School and Tom Mc Call Upper Elementary. Significant results for the Forest Grove Community School indicate students' reported their knowledge increasing after the watershed curriculum. There were no significant increases in students' knowledge for Tom McCall.

Our research study team identified significant increases in student subject knowledge from the 10 week program, but could not directly correlate the work in the student journals with the pre-post assessments. However, the study is the starting point for determining optimum student journaling techniques, and processes. The following are three areas have been shown to improve learning and assessment when conducting journaling programs with youth.

 Beginning the Journaling Process: Provide additional orientation and training time for both the classroom teachers and students about journaling and its link in a learning program. The teachers had a good understanding of the process, but those techniques were not always followed throughout the student journaling experience. The students needed more time to personalize and bond with their journal, an important aspect of beginning the journaling process.

 Student Journaling Techniques: In the review of the journals, they contained pre-printed labels with instructions/guided questions after the first few pages of each journal. The teachers added these with the intent to help kids focus, but the student's responses often took the form of only

19 answering the questions with a yes or no response. Our research reviewers observed that the fullest student expressions came forth when there were no labels prompting a particular response.

 Lack of Time: It was apparent that the lack of time for students to write in the journals was a contributing factor to lower quality journal entries. As part of the training and orientation with the teachers, we recommend strategies and techniques to further embed student journaling into the program or unit. Student journaling often becomes an add-on, not totally integrated into the program of learning.

2011 National Science Experiment Science Care Package Evaluation and Program Support A team of 4-H staff participated in the National 4-H Science Day on October 5, 2011. The Oregon 4-H Science Care Package was developed by the State 4-H Science Leadership Team of Lynette Black, Virginia Bourdeau, Jeremy Green, Jon Mayer, Pat Willis.

The Science Care Package included a cover letter inviting 4-H faculty and staff to participate. The materials included: 1) 4-H Approach to Science Inquiry Information Sheet 2) Criteria for Good Scientific Inquiry Questions Information Sheet 3) Wired for Wind 4-H National Youth Science Day Facilitator Guide 4) Wired for Wind Kit Materials List 5) Biochemistry of Milk Sample Lesson 6) Science Inquiry- A DVD with ten science inquiry YouTube type video demonstrations.

A state-wide evaluation was prepared and emailed to all Oregon counties. 100% of respondents indicate that they Strongly Agree or Agee that:

 The information provided in the Science Care Package helped facilitate the 4-H Youth Science Day Activities.  The Wired for Wind Facilitator Guide provided information needed to feel prepared to lead the activities.  The activities helped youth understand the intended content.  The activities challenged youth at the appropriate level.  This type of care package is a good way to provide support for future National 4-H Science days.  My county is interested in participating in National 4-H Youth Science Day events in future years.

Evaluation of Watershed Education Team Activities (2010- Present) Engle, M., (PI) G. Ahrens, S. Chan, R. Emanuel, M. Gamroth, G. Giannico, D. Godwin, M. Kleibacker, L. McMahan, J. O'Brien, T. Siemens, Willis, P. Extension has traditionally provided non-traditional educational programs to community members. Individual faculty members conduct and evaluate individual programs in a focus area unique to each faculty member. Although the programs are evaluated individually to determine effectiveness and impact, evaluating the aggregate of programs in a focus area (in this case, watershed education) has not been done. The idea of evaluating the whole system (watershed education programming) is what this research will undertake. This evaluation will gather data from all the various Watershed Education Team (WE Team) programs and aggregate those data to determine the 20 effectiveness of the WE Team programming. This is a novel approach to Extension program delivery and the findings of the evaluation will be presented at local, regional, and/or national conferences as well as published in appropriate venues. Our working hypothesis is that aggregating evaluation data across various WE Team programs will demonstrate a greater impact than any individual project alone.

Multnomah/Washington County 4-H Camp Evaluation. (2010-2011) Hosty, M. (P.I.), and P. Willis, (Co-PI), J. Mayer, C. Ashton. This research project was used to answer two questions:

1) Can youth involved in a weeklong camp experience develop the skills, knowledge, and understanding to make changes and commitment in the daily lives to live more sustainably?

2) How do overnight resident camps vs. day camps impact youth differently?

IRB approval was granted. 189 youth ages 8-12 participated in at least one of four 4-H summer camps were surveyed. . A majority of the youth signing up for these camps were current 4-H members and/or students at 4-H partner schools. At the conclusion of each camp, all campers were invited to participate in an evaluation of their camp experience to measure what impact this experience has had on their knowledge, skills, and attitudes. The results of these evaluations were then analyzed by the project team. 85 campers completed the survey.

Campers were asked to report through a pre/post test how their beliefs or practices changed in 14 different areas:

 I take care of the environment  I like to teach others about taking care of the environment  I like to eat fruits and vegetables  I know ho to live sustainable in my life  I know a lot about nature and the environment  I like to compost my food waste  I think its important to recycle  I take action to help protect wildlife habitat and biodiversity  I like nature and the outdoors  I like to garden  I like science  I feel safe outdoors  I know why it is important to save energy  I am careful about conserving water

In all 14 areas surveyed, campers on average reported positive changes in their beliefs or practices. On a scale of 1-4 with 1 = “not at all” and 4 =”very true”, campers reported changes of 0.11 to 1.03. The highest changes were when campers answered: “I take care of the environment”, “I like to teach others about the environment,” “I know a lot about nature and the environment” and “I like to compost my food waste”. There was no significant difference between those campers in the day camps vs. the overnight camps except in four areas. Overnight camp participants reported on average 0.50 higher for “I know how to live a sustainable life”, 0.45 higher for “I feel safer outdoors,” and 0.36 higher for “I like nature and the outdoors.” Day campers reported on average 0.44 higher than overnight campers for “I like to compost my food waste.” 21

We expected significant differences between day campers and overnight campers when it came to self evaluating how they felt camp helped them develop life skills in nine areas:

 work with others as a team  feel good about myself  learn new things that I like to do  make me want to try new things  be responsible  cooperate with others  talk to others more easily  work through disagreements  learn new things I can do to take care of the environment

However, there was little significant difference in the nine areas. In one area, day camp participants scored on average higher than overnight campers when they responded to the statement,“4-H Camp helped me feel good about themselves.” On average, day campers scored this question 0.25 higher. In three areas, overnight campers scored, on average, higher than day campers: 1) make me want to try new things (.20 higher), 2) be responsible (.13 higher); and 3) work through disagreements (.14 higher).

It was clear from the study that 4-H camps make a significant and important impact on the skills, attitudes and beliefs of campers. However, except in a few areas there was little difference in camper outcomes in a day camp vs. and overnight camp experience.

4-H Afterschool Science Program (2010) Willis, P. 30 pre-post retrospective evaluations were distributed to McKinney Elementary School After School 4-H Club participants. 100% of the participants responded to the evaluation. The respondents provided information about length of the classes, their interest before and after the activities, and their knowledge level of the topic. 95% said the programs were “super”, 90% responded that the length was just right, 100% said they “learned a lot” about the topic. The overall response to the programs were rated at 4.96 out of 5.0.

EAGLE Trek Camp (2009) Willis, P. & J. Mayer. At the end of EAGLE Trek Camp, participants were asked to complete an evaluation to measure the increases in content knowledge change of natural systems, their comfort levels in natural settings, and their response of the overall camp experience. All 22 participants completed the pre-post retrospective evaluation instrument. 94% of the youth reported an increase knowledge and appreciation of the natural world, 98% felt more conformable being in the out-of-doors, 100 % of the participants said they created new friendships, and 91% said they gained more confidence in their knowledge of natural systems. Over all enjoyment of the camp experience was rated at 4.70 out of 5.0

4-H Super Saturday Learning Day (2009) Willis, P. A spring learning day with 17 different 45 minute classes was offered for 4-H youth, leaders, and families interested in learning more about 4-H programming. Evaluations were distributed to all participants who took at least one class. 92% of the participants reported they learned a great deal from the instructors, 95% enjoyed the class presentations, 96% would come back for another learning day, 91% wanted to be on our e-mail newsletter list, 91% 22 thought the morning was a better time to offer this vs. the afternoon, 89% wanted this type of workshop to be offered more than once a year, 88% wanted to see more digital photography classes. Quality of the classes were rated at 4.21 out of 5.0

4-H Afterschool Science Program Training for Volunteers (2009) Willis, P. Five training classes were offered for volunteers to implement afterschool science programs/clubs in their local community. Each volunteer training class engaged adults in the experiential learning model, science inquiry, learning styles training, a 4-H afterschool program model, and the use of science activity kits for use in the afterschool program. 100% of the participants responded (28 respondents) to the surveys. The respondents provided information about length of the training, the format of the activities, the importance of the program kits, and their comfort level of the topic. 98% thought the length of the training was good, 100% rated the use of the kits as very important, 97% rated the format as good, and 78% rated themselves as comfortable with the topic. Overall quality of the trainings was rated at 4.89 out of 5.0.

Peer Teaching Evaluations

Peer Review of Teaching Summary

Year Name of Class Name of Person Completing Peer Review 2012 Exploring Careers, Education, & Leadership Maureen Hosty 2011 Science Inquiry, 4-H/FCH Conference Jeremy Green 2010 Design and Implementation of Afterschool Janet Nagele Science Programs 2010 “Increasing Awareness, Knowledge and Cindy A. Kinder, University of Idaho 4-H Appreciation of Nature using a Field Journaling System 2009 Accomplishing 4-H SET & Citizenship Tammy Skubinna Goals using Place-Based Education Strategies 2009 Messy Science Maureen Quinn

Other Assignments

Extension Program Leadership and Management

Extension Program Leadership Summary Type # Participants

Youth Development and Volunteer Leadership Education 5,285 Natural Resource-Place Based Education 2,638 Science Education 3,877 Other Facilitation 3,100

23

Youth Development and Volunteer Leadership Education

Willis, P and 4-H Leaders (2009-Present). Provide oversight and support for the following workshops/clinics held by 4-H leaders.  Livestock classes/clinics, 18 classes, 60 total hours, 305 participants  Home Economics/Expressive Arts, 18 sessions, 38 total hours, 220 participants.  Washington County 4-H Youth Development Association, 36 sessions, 72 total hours, 293 participants.  Master Showmanship Clinic, 3 sessions 10 total hours, 89 participants  Livestock Advisory Committee, 22 sessions, 40 total hours, 998 total.  Sheep, Goat, Swine, Dog advisory meetings, 71 sessions, 106 total hours, 1990 participants.  Small Animal Advisory Committee and clinic, 32 sessions, 64 total hours, 380 participants.  Horse Advisory Committee, 42 sessions, 84 total hours, 960 participants.

Willis, P., Superintendents, and Leaders (2009-Present). 4-H Superintendents meetings, prep for fair and positive youth development training. 32 sessions, 64 total hours, 368 total participants. (Candidates role: organize)

Willis, P. and A. Morgan, A., S. Ottley, S. (2009-2012). 4-H Food Contests. 4-H members, leaders, and parents. 4 sessions, 8 total hours. 30 participants. (Candidates role: administration & marketing)

Willis, P. and H. Flicky, (2009-2011). Record Keeping. 4-H members, leaders, and parents. 3 sessions, 7 total hours. 32 participants. (Candidates role: administration & marketing)

Willis, P. and C. Endicott, (2009-2011). Poultry workshops and classes. 4-H members, leaders, and parents. 3 sessions, 12 total hours. 125 participants. (Candidates role: administration & marketing)

Willis, P. and A. Morgan, A., S. Ottley (2009-2011). All about Judging Contests. 4-H members, leaders, and parents. 3 sessions, 6 total hours. 45 participants. (Candidates role: administration & marketing)

Willis, P. (2009-2011). More 4-H then you can imagine. 4-H members, leaders, and parents. 3 sessions, 3 total hours. 18 participants. (Candidates role: administration & marketing)

Willis, P. and L. Allen, L. (2009-2010). Digital Photography Seminar. 4-H members, leaders, and parents. 4 sessions, 4 hours. 88 total participants. (Candidates role: administration & marketing)

Willis, P. and L. Allen, L. (2009-2010). Photo & Art Mounting. 4-H members, leaders, and parents. 2 session, 2 hours. 26 total participants. (Candidates role: administration & marketing)

Willis, P. and Various Presenters, (2009-2010). 4-H Fall Harvest Festival. 14 hours, 223 participants. (Candidates role: administered & planned)

Willis, P. and volunteers (2009-2010). Small Animal Shows. 12 sessions. 27 total hours. 198 participants. (Candidates role: planning, marketing) 24

Willis, P. and D. Coe, (2009). 4-H Presentations and prep for Fair. 4-H members, leaders, and parents. 1 sessions, 2 total hours. 12 participants. (Candidates role: administration & marketing)

Willis, P. and D. Richfield, (2009). Lego Robotics. 4-H members, leaders, and parents. 1 session, 1 hour. 14 total participants. (Candidates role: administration & marketing)

Willis, P. and J. Gardner, J. (2009). The Guide to Raising Rabbits. 4-H members, leaders, and parents. 1 session, 1 hour, 28 participants. (Candidates role: administration & marketing)

Willis, P. and J. Mayer, J. (2009). Green Power with Windmills. 4-H members, leaders, and parents. 1 session. 1 hour. 16 participants. (Candidates role: administration. marketing, teaching)

Willis, P. and M. Quinn (2009). Really Good Food. 4-H members, leaders, and parents. 1 session, 1 hour, 16 total participants. (Candidates role: administration & marketing)

Willis, P. (2009). Messy Science. 4-H members, leaders, and parents. 1 session, 1 hour. 12 total participants. (Candidates role: administration, marketing & teaching)

Willis, P. and O. Merecias (2009). Web 2.0 Voice Thred. 4-H members, leaders, and parents. 1 session, 1 hour, 13 total participants. (Candidates role: administration & marketing)

Natural Resource-Place Based Education

Willis, P. (2011-2012). Watershed Field Program for youth 4-7th grade. 6 sessions, 12 total hours, 180 participants. (Candidates role: facilitate)

Willis, P. (2011). Wildlife Surveying. 5 sessions, 15 total hours, 221 participants. (Candidates role: facilitate)

Willis, P. (2011). Columbia River System-A Watershed Approach. 2 sessions, 12 total hours, 18 participants. (Candidates role: facilitate)

Willis, P. (2011-2010). Habitat Restoration for Wildlife and Water Quality Field Program. 1 session, 7 total hours, 10 participants. (Candidates role: facilitate)

Willis, P. and P. Taylor, (2009-2011). Designing Habitat for Wildlife. Youth grades K- 5, classroom teachers, aids, parents. 79 sessions, 79 total hours. 1,436 participants. (Candidates role: administration, marketing & teaching)

Willis, P. (2009-2011). The Importance of Education and Public Involvement in Habitat Restoration. A public presentation for Audubon Society of Portland Nature Night program. 3 sessions, 6 total hours, 98 participants. (Candidates role: administration, marketing & teaching)

25 Willis, P. (2009-2011). Teaching in Place: Addressing Nature Deficit Disorder through Community Partnerships. Presentations for: The Place-Based Education Network. 3 sessions, 2 total hours, 82 participants. Salem Audubon Society Annual Board meeting. 1 session, 1 hour 82 participants. (Candidates role: Planning and teaching)

Willis, P. (2009-2011). Native Habitats and Food Gardens. Adult volunteers, 3 sessions, 5 total hours, 21 participants. (Candidates role: administered & planned)

Willis, P. and J. Brandt, J. (2009). Healthy Food. 4-H members, camp counselors. 2 sessions, 4 total hours, 21 total participants. (Candidates role: administration & marketing)

Willis, P. (2009). Energy and Renewable Energy Education. 4-H members, camp counselors. 1 session, 4 hours. 21 total participants. (administration & marketing)

Willis, P. (2009). Linking Community Resources with Educational Resources. 1 hour key note presentation for Friends of Rice Creek annual meeting. Rainier, OR. 48 participants. (Candidates role: administration, marketing & teaching)

Science Education

Willis, P. (2009-2012). Science Inquiry. Adult volunteers, 16 session, 16 total hours, 102 participants. (Candidates role: administered & planning)

Willis, P. (2009-2012). Science In Our Daily Lives. Families with youth, 2 sessions, 4 total hours, 29 participants. (Candidates role: administration, marketing & teaching)

Willis, P., (2009-2012). Develop and deliver a variety of science inquiry programs for both in-school and after school programming. Classes are one hour in length and include instructions and a materials kit. Youth grades K-8. 59 total hours, 982 participants. (Candidates role: administration, marketing, development and testing, training, and evaluation)

Flight, Weather, Rockets Tracks and Scat Microscopes and Macroinvertebrates Sound Science Remote Operated Vehicles Marine Science Geology Magnets and Electricity Energy Kitchen Chemistry Water Quality Wetlands and Watersheds Family Science Activities Insects Birds Owl Pellets Maps and Magnets Beavers Surveying and Quadrats Solar Cars and Photovoltaic’s Diving Reflex and Marine Mammals Soil Science

Willis, P. (2009-2011). Family Science Night. Continuing education for club leaders and 4-H volunteers, Beaverton, OR. 3 sessions, 6 hours, 102 participants. (Candidates role: administration, planning, and presenting) 26

Willis, P. (2009-2010). 4-H Fall Harvest Festival. Club leaders and youth participants Beaverton, OR. 8 sessions, 8 total hours, 46 participants. (Candidates role: administration, planning, marketing, and presenting)

Willis, P. (2009-2010). Back to School Open Houses-Outreach Program. Elementary students and parents. Washington County, OR. 6 sessions, 14 total hours, 1,850 total participants. (Candidates role: administration, planning, and presenting)

Willis, P. and C. Steiner (2009-2010). Science Fair Project Design. Youth grades 6-8 and classroom teachers. 18 sessions, 20 hours, 160 participants. (Candidates role: administration, planning, marketing, & teaching)

Willis, P. (2009). Kinton Grange 4-H Science Night. Adults and families. Beaverton, OR. 1 session, 3 hours, 120 participants. (Candidates role: administration, planning, and presenting)

Public Information and Media

News Columns and Releases

Willis, P. and M. Thompson (2009-2012). The Hillsboro Argus, published twice weekly, 90,000 readers. The following is a summary by topic of the articles that were published:

Topic No. of articles 4-H Youth Projects 7 Youth and Animals 3 4-H Tech Wizards Receives Expansion Grant 1 4-H awards and scholarships 3 Photo published with 4-H youth and Governor’s Award 1 County Fair 4-H project ribbon winners 3 Matt’s Chemo Comfort Bags 4-H story 8 County Fair 4-H Highlights 3 4-H Horse Fair story 3 4-H Wagon Train 3 4-H Fall Harvest Festival 2 Reedville 4-H Learning Day 2 4-H Whistle Stop story 2

TV and Radio

Willis, P. (Guest on Morning Talk Radio). (2009-2012 during the County Fair)). 4-H in the County. KUIK Radio. 3 session, 30 minutes. Hillsboro, OR. 110,000 listeners.

27 Non Competitive Grants and Fundraising

(2009-2012) Washington County Fair. Support from the Fair Board for the 4-H portion of the county fair. $15,000/ year, $60,000 total contract/MOU.

(2011-2012) Washington County Farm Bureau. Support for Showmanship projects at the county fair. $1,500 in contracts.

(2009-2012) Washington County 4-H Horse Leaders Association, Intel employee contributions from volunteer hours. $15,000 donation.

(2011) Oregon Conservation Employee Association. Conference guest lecturer. $450 contract.

(2009-2010) Develop and teach three day Field Natural History graduate courses in the summer for pre-service teachers at Lewis and Clark College. $3,600 contract.

(2009) Washington County Fair Science Fair. Intel Corporation support for the science fair program at the county fair. $2,000 donation

Ask an Expert

(2010-Present) Answered 14 questions submitted through the eExtension “Ask an Expert” system.

Scholarship and Creative Activity

Refereed Publications

Refereed Professional Journal Articles

Willis, P, L. Black, and J. Green (2012). 4-H Science Inquiry Video Series. Accepted for publication in 2013 in Journal of Extension.

Willis, P. (PI), M. Arnold (Co-PI), and B. Nott (2012). Validating the use of Student Journaling as an Effective Program Evaluation Method (In final draft form for submission to the Journal of Youth Development Research Bridges of Practice, submission planned early 2013)

Willis, P. and V. Gray (2012). An Effective Student Field Journal System that Integrates Learning Styles (Will be submitted in 2013 to Science and Children, National Science Teachers Association)

Willis, P. (2012). Whole School Place-based Education Programming. (In draft form, planned submission in the winter, 2013)

28 Willis, P. and W. Hanshumaker (2012). Increasing Parental Involvement in Science Fairs (In draft form for submission to the National Science Teachers Association, Science and Children in the spring, 2013)

Willis, P. (2011). County Mini-Grant Program that Increasing Positive Youth Development Outcomes (In final draft form for submission to the Journal of Youth Development)

Peer Reviewed Publications for National Distribution

Willis, P. (2011) Matt’s Chemo Bags-A 4-H Community Service Project that Comes from the Heart. NAE4-HA News and Views Article is a quarterly web-based, peer reviewed publication from the National Association of Extension 4-H Agents. May 2011, Volume 2, Number 1.

Peer Reviewed Publications for State or Regional Distribution

Willis, P. (2012). 2012 Youth Development Research Briefs. Presented a research brief of “Inside the Black Box: Assessing and Improving Quality in Youth Programs” authored by Yohalem, N. and Wilson-Ahlstrom, A. (2010) for the OSUEA 4-H and FCH 2012 Conference. The research briefs will be published on-line on the Oregon State University Extension Service 4-H website.

Hosty, M. and L. Black, R. Galloway, B. Halverson, M. Livesay, T. Martz, J. Mayer, M. Quinn, P. Willis (2011). 4-H Sustainable Schools Volunteer/Teacher Handbook. Oregon State University Extension Service. Authored two sections, “Student Field Journaling” and “Place-based Education”. 219 pages.

Willis, P. and N. Anderson, J. Brandt, L. Gray, W. Miller, J. Smiley, J. (2009). The OSU Statewides: Bridges to Prosperity, Oregon State University Extension Service, 3 pp. 250 distributed.

Presentations at Professional Meetings and Conferences

Refereed National and International Presentations

National Association of Extension 4-H Agents (NAE4-HA) The National Association of Extension 4-H Agents (NAE4-HA) is an internationally recognized association of over 3,500 professional youth development educators. The NAE4-HA Conference is the premier venue for dissemination of innovation among 4-H Youth Development faculty nationwide. Between 900-1200 youth educators attend this conference annually. Abstracts for poster, seminar or research presentations are evaluated through a double-blind, national peer-refereed process. Acceptance rate for abstracts ranges from 40-50 percent.

29 Willis, P., L. Black, J. Green, and J. Mayer (2011). "Embracing the Inquiry Opportunities in ALL your 4-H Projects". National Association of Extension 4-H Agents, Orlando, FL. 90 minutes. 30 participants. Abstract: Proceedings of the 64th Annual Conference National Association of Extension 4-H Agents, page 23. Contribution to the Program Seminar Presentation is approximately 25%.

Hosty, M, and P Willis (2012). "School Garden Programs: Successful Strategies for Creating and Sustaining School Gardens for Healthy Living and Healthy Communities". National Association of Extension 4-H Agents, Orlando, FL. 90 minutes. 30 participants. Abstract: Proceedings of the 64th Annual Conference National Association of Extension 4-H Agents, page 25. Contribution to the Program Seminar Presentation is approximately 50%.

Willis, P. and J. Mayer (2011). No Child Left Inside and Environmental Literacy Planning as instruments to Implement National 4-H mission mandates of Science, Community Engagement, and Healthy Living. National Association of Extension 4-H Agents, Omaha, NE. 75 minutes. 25 participants. Abstract: Proceedings of the 63rd Annual Conference National Association of Extension 4-H Agents, page 45. Contribution to the Program Seminar Presentation is approximately 50%.

Willis, P. (2010). Design and Implementation of Afterschool Science Programs. National Association of Extension 4-H Agents. Phoenix, AZ. 60 minutes. 22 participants. Abstract: Proceedings of the 62nd Annual Conference National Association of Extension 4-H Agents page 38, Program Seminar Presentation. Sole presenter.

Willis, P. (2009). Involving High School Students in Authentic Field-based Science Inquiry and Meeting 4-H SET Standards. National Association of Extension 4-H Agents. Rochester, NY. Two hour poster session. 180 participants. Abstract: Proceedings of the 61st Annual Conference National Association of Extension 4-H Agents page 41. Sole presenter.

Association of Natural Resource Extension Professionals (ANREP) ANREP is a national association for Cooperative Extension Service (CES) professionals working in environmental education, fisheries, forestry, wood sciences, range, recreation, waste management, water, wildlife, and related disciplines. Members are active and retired CES employees at the county, area, state, or national level. Abstracts for poster, seminar or research presentations are evaluated through a double-blind, national peer-refereed process. Acceptance rate for abstracts ranges from 60- 90 percent.

Willis, P. (2010). Teaching In Place: Addressing Nature Deficit Disorder Through Community Partnerships. Association of Natural Resource Extension Professionals, Fairbanks, AK. 60 minutes. 22 participants. Abstract: Proceedings of the Association of Natural Resource Extension Professionals 7th Biennial Conference-Opportunities for Extension in a Changing Environment: page.51. Seminar presentation. Sole presenter.

Nagele, J., Willis, P. (2010). Successful Strategies for Engaging School Teachers in Natural Resource Education. Association of Natural Resource Extension Professionals, Fairbanks, AK. 60 minutes. 18 participants. Abstract: Proceedings of the Association of Natural Resource

30 Extension Professionals 7th Biennial Conference Opportunities for Extension in a Changing Environment: page.53. Contribution to the program seminar presentation is approximately 50%.

National 4-H Camping Institute (NCI). NCI is organized by the NAE4-HA Natural Science Committee and hosted every three years. Abstracts for seminar and poster presentations are evaluated through a double-blind, state peer-refereed process. Acceptance rate for abstracts ranges from 50-60 percent

Willis, P. (2010) Increasing awareness, knowledge and appreciation of nature using a field journaling system. National 4-H Camping Institute. Salem, OR. 90 minutes. 16 participants. Abstract: http://oregon.4h.oregonstate.edu/conference-presentation-materials: Sole presenter for this competency building workshop.

North American Association for Environmental Education (NAAEE) NAAEE is a national education association that establishes guidelines for excellence and standards for high-quality environmental education. The guidelines establish criteria for the development of balanced, scientifically accurate, and comprehensive environmental education programs. Establishing guidelines for quality environmental education programs helps insure the development of an environmentally literate citizenry that can compete in our global economy; has the skills, knowledge, and inclinations to make well-informed choices; and exercises the rights and responsibilities of members of a community.

NAAEE organizes teams of knowledgeable reviewers for each strand of the conference. Proposals are peer reviewed by three reviewers, following a uniform review criteria set in advance. Reviewed proposals for the Annual Conference will receive a final round of review by strand leaders. This careful process aims to ensure quality and an overall balance of views in the Annual Conference presentations, with a 37% acceptance rate for the 2009 National Conference.

Willis, P. and S. Diez (2009). Teaching in Place: Addressing Nature Deficit Disorder Through Community Partnerships. North American Association for Environmental Education. Portland, OR. 45 minutes. 39 participants. Abstract: Proceedings from the NAAEE 38th National Conference. page.46. Contribution to the presentation is approximately 50%.

Willis, P.,F. Custer, B. Hastie, and V. Osis (2009). Marine Education in the Pacific Northwest. North American Association for Environmental Education. Portland, OR. 60 minutes. 46 participants. Abstract: Proceedings from the NAAEE 38th National Conference. page 48. Contribution to this panel presentation is approximately 25%.

Refereed Regional or Multi-State Presentations

Northwest Aquatic and Marine Educators (NAME) NAME was founded in 1976 and became a chapter of the National Marine Educators Association in 1980. In 1993 NAME expanded its mission and membership to include all aquatic environments, recognizing that marine and aquatic ecosystems, environments, and issues are linked together, and that educators working in both environments share common beliefs and strategies. NAME includes members from Alaska, British Columbia, Washington, and Oregon. Annual NAME conferences rotate through these states and provinces. In addition, each state or province offers local professional development 31 opportunities for formal and non-formal educators. Abstracts for posters or seminars are evaluated through a double-blind, peer-refereed process. Acceptance rate for abstracts ranges from 50-80 percent.

Willis, P. (2011) Student Field Journaling as an Education Assessment Tool. Northwest Aquatic and Marine Educators. Port Angles, WA. 60 minutes. 14 participants. Abstract: Proceedings of the Northwest Aquatic Marine Educators regional Conference: page 9. Sole presenter.

Willis, P. (2010) Place-based Education: Addressing Nature Deficit Disorder Through Community Partnerships. Northwest Aquatic and Marine Educators. Florence, OR. 60 minutes. 14 participants, Abstract: Proceedings of the Northwest Aquatic Marine Educators regional Conference: pp.3, Sole presenter.

The National Water Program The National Water Program creates and disseminates knowledge that insures a safe and reliable source of water of the appropriate quality to meet the needs of: food and fiber production, human health, use, and economic growth, and maintenance and protection of natural environmental systems throughout the United States and its territories. Research, education, and extension programs are our avenue to protect and improve water resources in agricultural, rural, and urbanizing watersheds. Knowledge created through funded projects is shared at the community and watershed scale via education and outreach activities of all projects. Extension Education, Integrated, and NRI projects share and coordinate accomplishments with National Facilitation projects and Regional Coordination projects. National Facilitation and Regional Coordination projects coordinate activities to achieve synergistic effects of greater knowledge transfer and use among stakeholders and practitioners.

Willis, P. (2012) STEM and Service Learning: A Technology Toolkit for Watershed Health Service Learning Projects. 2012 Land Grant and Sea Grant National Water Conference Portland, OR. 60 minutes. 18 participants, Abstract: 2012 Land Grant and Sea Grant National Water Conference: pp.18, Sole presenter

Refereed In-State Presentations

4-H and FCH Staff Development Conferences Opportunities to present seminars and poster sessions are included in the annual professional development conference for Extension 4-H and FCH faculty and staff. Joint conferences for 4-H and FCH faculty and staff began in 2010. Abstracts for seminar and poster presentations are evaluated through a double-blind, state peer-refereed process. Acceptance rate for abstracts ranges from 40-50 percent.

Bourdeau, V., L. Black, J. Green, P. Rose, and P. Willis (2012). Finding the Science in 4-H Projects. 4-H and FCH Staff Development Conferences. Wilsonville, OR. 2 hours. 52 participants. Contribution to this seminar is approximately 20%.

Willis, P. (2012). STEM and Service Learning: A Technology Toolkit for Watershed Health Service Learning Projects. 4-H and FCH Staff Development Conference. Wilsonville, OR. 75 minutes. 50 participants. Poster session. Contribution to this poster is 100%. 32 Hosty, M., R. Galloway, T. Martz, M. Quinn, and P. Willis (2012). Oregon School Garden Programs. 4-H and FCH Staff Development Conference. Wilsonville, OR. 1 hour. 15 participants. Contribution to this seminar is approximately 20%.

Green, J., S. Elmshaeuser, and P. Willis (2012). Build a Partnership, Make a Plan, See the Future in Your County. 4-H and FCH Staff Development Conference. Wilsonville, OR. 1 hour. 18 participants. Contribution to this seminar is approximately 30%.

Willis, P. (2010). Design and Implementation of Afterschool Science Programs. Spring 4-H Professional Development Conference. Warm Springs, OR. 60 minutes. 16 participants. Competency Building Workshop. Contribution to this workshop is 100%

Oregon State University Extension Conference The Oregon State University Extension Association (OSUEA) and its affiliated professional organizations host poster and Search for Excellence presentations to feature outstanding programming and research at each state Extension Conference. Abstracts for poster and Search for Excellence presentations are evaluated through a single-blind, state peer-refereed process. Acceptance rate for abstracts ranges from 40-50 percent

Willis, P. (2010). Implementing of Afterschool Science Programs. Corvallis, OR. 50 minutes. 12 participants, Seminar Presentation.

Willis, P. (2009). Accomplishing 4-H SET and Citizenship goals using Place-based Education Strategies While Meeting Community Needs. 60 minutes. 14 participants. Seminar Presentation. Contribution to this seminar is 100%.

Invited Presentations

Willis, P., L. Black, J. Green, J. Davis, and M. Carrillo (2012). 4-H Science Leadership Team: Science and science inquiry for 4-H faculty and volunteers. Western Regional NAE4-HA Conference. UC Davis, CA. 2 hours. 45 participants. Contribution to this workshop is approximately 25%

Willis, P., L. Black, J. Green, and J. Mayer (2011). 4-H Science Leadership Team: Science and science inquiry for 4-H faculty and volunteers. 4-H and FCH Staff Development Conference. Seaside OR. 3.5 hours. 79 participants. Contribution to this workshop is approximately 25%

Willis, P. (2011). Place-based Education: An Outreach and Education Strategy. Connect 2011 Conference-Soil and Water Conservation Districts. Warm Springs, OR. 60 minutes, 23 participants.

Willis, P. (2010). The Importance of Education and Public Involvement in Habitat Enhancement. Audubon Society of Portland Nature Night. Portland, OR. 75 minutes, 45participants.

Willis, P. (2010). Linking Community Resources with Educational Resources. Salem Audubon Society Annual Meeting Keynote Speaker. Salem, OR. 60 minutes, 75participants. 33 Willis, P. (2009). The Importance of Public Involvement in Habitat Restoration. Friends of Fox Creek Annual Membership Dinner, Keynote Speaker. Rainier, OR. 75 minutes, 45participants.

4-H National Mentoring Program (NMP). The National 4-H Council received funding from the Office of Juvenile Justice and Delinquency Prevention (OJJDP) to provide competitive sub-grant awards to the Land Grant University system 4-H program. 4-H NMP workshops are held in Washington DC at the 4-H Headquarters for 4-H faculty and staff training and orientation. Workshops presenter were:

Willis, P., S. Sowders, and M. Ferris (2012) Youth Leadership for Health Equity. 100 minutes, 1 session, 75 participants, Contribution to the presentation is approximately 33%.

Willis, P. and J. Mayer (2011) Science Inquiry and 4-H Tech Wizards. 90 minutes, 2 sessions, 75 participants, Contribution to the presentation is approximately 50%.

Willis, P. and J. Mayer (2011) 4-H Youth Mentoring-Case Reviews. 90 minutes, 2 sessions, 75 participants, Contribution to the presentation is approximately 50%.

Willis, P. and J. Mayer (2011) Natural Science and Youth Mentoring. 90 minutes, 2 sessions, 75 participants, Contribution to the presentation is approximately 50%.

Willis, P. and Mayer (2010) Science Inquiry. 90 minutes, 2 sessions, 87 participants, Contribution to the presentation is approximately 50%.

Willis, P. and J. Mayer (2010) Community based programming and Positive Youth Development. 90 minutes, 2 sessions, 87 participants, Contribution to the presentation is approximately 50%.

Place-based Education Northwest (PBENW) PBENW is a consortium of formal and informal education professionals who work together to improved knowledge and development or place-based education programs for youth.

Willis, P. (2011). Student Field Journaling and Place-based education. Place-based Education Northwest, Portland OR. 60 minutes, 23 participants.

Willis, P. (2010). STEM and Place-based Education. Place-based Education Northwest, Portland OR. 60 minutes, 26 participants.

Willis, P. (2009). Linking Community Resources with Educational Resources. Place-based Education Northwest, Portland OR. 45 minutes, 39 participants.

34 Competitive Grants and Contracts

Grants and Contracts Summary 2009-2011

Program Area Total Amount Funded

Youth Development and Volunteer Leadership Education $15,500

Natural Resource-Place Based Education $53,300

Science Education $303,900

Total $372,700

Willis, P. (2010-2012) “4-H Tech Wizard Replication and Expansion Program in Multnomah and Marion Counties”. National 4-H Council and the Office of Juvenile Justice and Delinquency Prevention, National Mentoring Program. $82,000, $123,000 and $82,000 competitive grants. Funded.

Willis, P. (2012) “Youth Leadership for Health Equity”. Trust Management. $10,000 competitive grant. Funded.

Willis, P. (2012) “4-H Discovery Farm--Summer Day Camp Program” 4-H Foundation. $2,000 competitive grant. Funded

Willis, P. (2011) “Inner City Youth Institute (ICYI)”. US. Forest Service, Bureau of Land Management, and the Pacific NW Research Station. $45,000 competitive grant. Funded.

Willis, P. (2011) “Wagon Train Program Support”. National Electrical Contractors Association. $5,000 competitive grant. Funded.

Willis, P. (PI), L. Black, J. Green, and J. Mayer, (Co-PI) (2011). “4-H Professionals Implementing Science Inquiry.” Funding from the Noyce Foundation as part of the 4-H Science Leadership Academy. Ten science inquiry video vignettes were developed focusing on implementing science inquiry across all 4-H project areas. $6,500 competitive grant. Funded.

Willis, P. (2011). “Shooting Sports in Washington County.” National Rifle Association Foundation. $8,000 competitive grant. Funded

Willis, P. (2011). “Comfort Chemo Bag 4-H Service Project”. Marie Lamfrom Charitable Foundation. $2,500 competitive grant. Funded.

Willis, P. (2011). “Science Education”. National Youth Science Day. $400 grant. competitive grant. Funded.

Willis, P. (2010). “4-H Mini-grant Program”. J.C. Penney Youth Engagement. $3,000 competitive grant. Funded. 35

Rennekamp, R., C. Ashton, J. Mayer, and P. Willis (2009). “Super Science Camp Scholarships”. Jackson Foundation. $3,300 competitive grant. Funded.

Work on Steering Committees, Agency Panels, and Editorships where the Outcome is a Fundamental Change in the Field’s Direction

No Child Left Inside Coordinating Committee (NCLI) and the Oregon Environmental Literacy Plan (2010-Present) I participated in task group planning sessions and continue to be involved in developing long-term funding and implementation strategies. The No Child Left Inside (NCLI) Act supports environmental and outdoor education in our nation's pre-K through 12 public schools. It provides incentives for states to create and implement State Environmental Literacy Plans to ensure that students have a basic understanding of the environment before they graduate. During the 110th Congress, No Child Left Inside companion bills were introduced by Senator Jack Reed and Congressman John Sarbanes. In September 2008, the full House of Representatives overwhelmingly passed the No Child Left Inside. Oregon House Bill 2544 was passed in the 2009 Oregon Legislative session that established a nine member task force to draft an Oregon Environmental Literacy Plan for the state. The Coordinating Committee provided guidance and recommendations for the task force. An Environmental Literacy Plan was completed and adopted in Oct. 2010. States that have an Environmental Literacy Plan may have access to a federal pool of funds for formal and informal education providers. A NCLI committee continues to strategize funding mechanisms to provide guidance to implement the adopted Oregon Environmental Literacy Plan.

Metro Intertwine Conservation Education Council (2011-Present) The council was formed to provide direction for conservation education and public involvement in the Portland-Metro area. Eleven Council members were selected from a three county area, each with strong ties and history to conservation education. Council members interpret data, identify and characterized the issues facing the regions conservation education sectors, and are establishing a vision and goals to increase the impact and outcomes of conservation education in the Portland-Metro area.

The Portland Metro STEM Center for College and Career Readiness. (2011-present) The Portland Metro STEM Education Partnership aligns and facilitates the efforts of cross-sector stakeholder organizations for the purpose of transforming science, technology, engineering, and mathematics (STEM) learning and teaching in K-12 elementary, middle, and high schools. The project’s core and collaborating partners will develop, research, and document the results of Networked Improvement Communities as a whole-school intervention model designed to achieve measurable increases in STEM college and career readiness among all K-12 students—with special attention to the aspirations and needs of traditionally underrepresented groups, including students of color and female students.

Guiding Principles: The Portland Metro STEM Education Partnership is guided by the following three principles:

1) Student achievement will improve when instruction is contextualized by connections to the world beyond school, with clearly articulated common learning outcomes that form the basis for data-driven research to improve the effectiveness of classroom learning environments.

36 2) Strategic partnerships focused on whole-school interventions will enable principals and classroom teachers to make sustainable improvements in teaching and learning in STEM. 3) A STEM Center for College and Career Readiness can deliver customized research and development programming to bring about sustainable transformations of STEM learning.

Goals and Expected Outcomes: Over five years, the Portland Metro STEM Education Partnership will study the effectiveness of the Collective Impact Partnership model in achieving whole-school improvement of STEM learning and teaching, toward the goals of:

1) increasing student access to and success in rigorous and engaging STEM coursework aligned with college/career readiness standards and assessments; 2) increasing the number and percentage of students ready for postsecondary studies and careers in STEM, as measured by performance benchmarks established by the State of Oregon and the partnering school districts; and 3) decreasing disparities in STEM participation, persistence, and achievement based on ethnic/cultural and/or socioeconomic background, limited English language proficiency, gender, or disability.

Other Work Appropriate to the Discipline

(2011-Present) Team leader for the 4-H Science Leadership Team. Develop science programs and science inquiry trainings to increase science and science literacy across all 4-H project areas.

(2011-Present) Supervise three OSU Extension program staff implementing the 4-H Tech Wizard National Mentoring Program, the Inner City Youth Institute and the Alpenrose 4-H Discovery Farm. Recruit, train and supervise additional part-time staff in the summer for implementation of the Washington County 4-H portion of the Fair.

(2009-Present). Work closely with the Washington County Fair Board in the development and implementation of the 4-H component of the county fair.

(2009-Present). Development of cross-county 4-H programming with Multnomah and Washington counties to increase positive youth development opportunities in the metro area.

(2009-Present). Coordinate and collaborate with OSU Extension Washington County program partners including FCH, Nutrition, CPO, and Master Gardeners.

University Service

University

Year Committee Assignment Involvement

2011-2012 Ask an Expert eXtension for science education and PYD Faculty

37 2009-Present Watershed Education Team member Member

Department, School, or College

2012 OSUEA, Professional Development Co-Chair Member 2012 State Recognition Committee, National 4-H Congress Member 2011-Present 4-H Science Leadership Committee Chair 2011-Present 4-H International Exchange Program Member 2010-2011 OSUEA Peer Reviewer of proposals Reviewer 2010-Present OSU 4-H Foundation Board Member 2009- Present Cooperative Camp Committee Member 2009-Present Sustainable Living Workshop for Educators Co-organizer 2009-Present Summer Conference program presenter partner 2010-2011 SMILE 4-H Program Partner Partner 2009-2011 Peer Review of Teaching Reviewer 2010 OSU 4-H and FCH Conference Planning Committee Member 2009 Summer Conference Chaperone 2009 4-H W.O.R.L.D. Chaperone

OSU Extension Service 2012 ` Hiring Committee Chair Chair 2011 Acting Staff Chair Act. Chair 2011 Office move committee Member 2010 Volunteer recognition event committee Member 2010 Website committee Member 2010 New facility search committee Member 2009 Washington County 4-H Admin. Specialist Search Committee Chair 2009 Facility Search committee for Washington County Extension Member

Service to the Profession

National/Regional

2009-Present National Association of Extension 4-H Agents (NAE4-HA) Member Afterschool Program committee member 2010-Present Association of Natural Resource Extension Professionals Member 2011-Present ESP Member 2009-Present Northwest Aquatic and Marine Educators (NAME) Board Member 2009-Present Northwest Aquatic and Marine Educators Awards Committee Chair 2009-Present National Marine Educators Association Member 2010-2011 NAE4-HA Peer Reviewer of Proposals Reviewer 2009 North American Association of Environmental Education Committee Member National Conference Planning Committee 2009 National Camping Institute Conference Planning Committee Member

38 State

2009-Present Oregon Youth Conservation Corps Chair 2009-Present Oregon Science Teachers Association Member 2010-Present South Slough Estuary Education Advisory Committee Member 2009-Present No Child Left Inside State Coordinating Committee Committee Member 2009-2010 NAME Conference Planning Committee Committee Member

Service to the Public (professional related)

2011-Present Metro Intertwine Conservation Education Council Member 2011-Present Portland Metro STEM Center Partner 2009-Present West Multnomah County Soil and Water Conservation District Budget Committee 2009-Present City of Portland Bureau of Environmental Service Member Education Committee 2009-2012 Environmental Education Association of Oregon Member 2009-2012 Oregon Science Teachers Association Member 2010-2012 Sauvie Island Center Education Program Board Past Member

Service to the Public (non-professional related)

2009-Present Sauvie Island Volunteer Fire Department Member 2009-Present Tri-County Farm Association Member 2009-Present Oregon Farm Bureau Member 2009-Present Oregon Lavender Growers Association Member

Awards

National and International Awards

Willis, P. and L. Black, J. Green, J. Mayer (2012) NAE4-HA Communicator Award for Educational Piece. Team Award. Plaque

Willis, P. and L. Black, J. Green, J. Mayer (2012) Western Region NAE4-HA Communicator Award for Educational Piece. Team Award. Certificate

Willis, P. (2011) Northwest Aquatic and Marine Educators (NAME). Educator of the Year Award. NAME is an affiliate of the National Marine Educators Association. NAME represents educators and natural resource professionals from Oregon, Washington, Alaska and British Columbia. Engraved plaque.

State and Regional Awards

Willis, P. (2012) OSUEA4-HA Communicator Award for Feature Story. Certificate.

39 Willis, P. and L. Black, J. Green, J. Mayer (2012) OSUEA4-HA Communicator Award for Educational Piece. Team Award. Certificate.

Willis, P. and L. Black, J. Green, J. Mayer (2012) OSUEA4-HA Specialty Award for “Educational Technology Piece”. Team Award. Certificate.

Willis, P. (2009) 4-H National Youth Science DayTM. Oregon County with the greatest participation in National Youth Science Day. $400 cash award and certificate.

Willis, P. (2009) Tualatin River Watershed Council Service Award. Certificate.

40