**Tips and Guidelines for Submitting 4-H Juried Curriculum**

**C**urricula submitted for review in September 2006 must meet minimum
pre-screening technical requirements and will be screened by National
4-H Headquarters staff. [Curriculum that does not meet the minimum
pre-screening technical requirements will not be reviewed.]{.underline}

In addition, curricula will be reviewed by peer review teams using
existing National 4-H Curriculum Jury Review Criteria and the following
guidelines as standards for assessment and scoring.

-   [All **collateral material** must be complete and operational at the
    time of submission]{.underline}. This includes but is not limited
    to: print materials, CD's, web sites, videos, links for supporting
    web-based materials and other references. This includes things such
    as the mock-up for the CD box and label and a beta version of the
    web site. All of these materials will be reviewed and rated by the
    review teams.

-   [All **curriculum materials** must be complete]{.underline}. This
    includes but is not limited to: youth curriculum, family involvement
    materials, leader guides, evaluation tools, mentoring pieces,
    training information. All lessons must be completed, not just a
    sampling of what will be offered. All of these materials will be
    reviewed and rated by the review teams.

-   [Pilot test results as well as any other **evaluation findings**
    must be analyzed, summarized, and submitted with the
    curriculum]{.underline}. Sound evaluation methodology and analysis
    must be used. Findings must include such information as the number
    of participants and how they were selected; demographic
    characteristics of the participants; the setting(s) in which the
    evaluation was conducted; how the curriculum was implemented (e.g.,
    frequency of sessions, length of exposure to the curriculum, who
    delivered the curriculum, etc.); analysis methodology; and
    limitations to the study. Pilot testing should include both
    formative and summative evaluation components; addressing the team's
    efforts to *improve* the quality of the curriculum materials and to
    *prove* that involvement in the curriculum generally is associated
    with the desired learning outcomes.

It is understood that longer term behavioral change may not be possible
to evaluate within the timeframe of the curriculum design and testing
process. In this case, expert opinion and a brief summary of prior
research should be provided suggesting the probability of the desired
behavioral change occurring. Longer-term behavioral change data will be
required when the curriculum is due for resubmission.

-   [Certification from **professional editor** required]{.underline}.
    Curriculum and each collateral piece must come with written
    certification from a professional editor that the materials have
    been edited. This can be an editor on the Extension communications
    staff, or a person who owns a private company that does editing. The
    titles and place of employment must be included with the submission.
    The "Certification of Professional Editing Form" is the last page of
    the Curriculum Application Form.

-   [All **pictures** must be included]{.underline}. Do not leave spaces
    with comments that "pictures will be inserted later." Copyrighted
    pictures must not be used unless express written permission from the
    copyright holder is included. A signed statement must be included by
    the PI that certifies that permission from all individuals in the
    pictures has been granted and that the documentation is on file.

-   [Be sure to follow current guidelines for use of the **4-H Name and
    Emblem**]{.underline}. Check the National 4-H Headquarters web site
    at:
    [http://www.national4-Hheadquarters.gov](http://www.national4-Hheadquarters.gov/)
    and/or Chuck Graves at <cgraves@csrees.usda.gov> or (202)-720-3566.

-   [**Colored copies** and print materials from CD ROM and web sites
    required]{.underline}. Eight copies of the curriculum and collateral
    materials are required. [At least one colored copy]{.underline} of
    the full curriculum and collateral materials must be submitted for
    review and they must be of high quality. The other seven (7) copies
    may be black and white as long as they are high quality and easy to
    read. If the curriculum will be distributed on a CD-ROM hard copies
    of all PDF or print files must be duplicated and sent for review.
    Reviewers will not review materials intended for print from the CD
    via computer monitor. Web based print materials that pertain
    directly to the curriculum or the implementation of the curriculum
    must be submitted in hard copy as well.

-   [It is highly preferred that technology based materials be **ADA
    compliant**]{.underline}. If possible, materials submitted for the
    National Jury Review in April 2006 should be ADA compliant when
    re-submitted in September. ADA compliance will likely be a
    requirement in the near future, so it is wise for all curriculum
    being submitted this fall and in the future to move in that
    direction. Check with Jennifer Martin, CSREES Communication staff at
    <jmartin@csrees.usda.gov> or (202)-720-8188.

-   Generally speaking, [references to **commercial products** should
    not be used]{.underline}. If they are, written permission from the
    entity that holds the copyright must be included.

-   [**Experiential Learning Models** and intellectual property
    rights]{.underline}. Several models for experiential learning exist,
    many of which have been developed by individuals who actively
    maintain their intellectual property rights. When referencing an
    Experiential learning model, the appropriate source citation must be
    provided along with written permission if said model is copyright
    protected. If written permission is not submitted regarding
    copyright, the author must certify that they have researched the
    issue and that the model they have used is not copyright protected.

-   [Standards for **science-based curriculum**]{.underline}. Authors
    and contributors preparing science-based curriculum are advised to
    review two documents written by Bob Horton, Extension 4-H
    Specialist, Ohio State University and contributors from the former
    National Network for Science and Technology titled "Nurturing
    Scientific Literacy...Through Experientially Based Curriculum
    Materials;"
    [http://www.ag.ohio-state.edu/%7Eyouth4h/expedu/](http://www.ag.ohio-state.edu/~youth4h/expedu/)
    and "Developing Experientially Based 4-H Curriculum Materials;"
    <http://www.ohio4h.org/product/experience.htm>. When presenting
    science-based concepts and content to the learner, the literature
    clearly recommends matching them to the appropriate cognitive
    thinking and process skills rather than behavioral life skills. This
    shift in thinking from social skills to science skills clearly
    places an emphasis on improving scientific literacy and developing
    meaningful science skills for the 21^st^ Century.

As a result of the April 2006 National 4-H Curriculum Jury Review, it
was evident that although some of the materials submitted were
designated as science-based, they really were not.

-   [IRB and Human Subjects]{.underline}. Information regarding
    Institutional Review Board (IRB) approval must be included or a
    statement from the PI that it is not required at their university
    for this type of project. Depending on the content and activities in
    a curriculum, IRB approval may be needed. An example would be a
    curriculum that involves young people in discussions regarding
    personal issues such as use of controlled substances, family
    interactions, and sexual issues.

-   [Application of existing criteria]{.underline}. It is strongly
    encouraged that PI's and curriculum design committee members
    carefully review the existing 4-H jury criteria and have a good
    understanding of the application of the criteria in the curriculum
    products. If needed, teams need to consult with experts in the
    field. For example, it is one thing to describe the experiential
    learning model, but it is quite different to embed it within a
    curriculum. Based on the April 2006 National Curriculum Review, it
    was discovered that some authors and team members have had a
    difficult time actually applying principles, accepted practices and
    research to the final product.

July 19, 2006