How 4-H Changes Lives

1. How 4-H Changes Lives Association for International Agriculture & Rural Development Annual Meeting Washington, D.C. June 4-5, 2007 Nancy Valentine, Ed.D. Cathann A. Kress, Ph.D. National Program Leader, 4-H Director, Youth Development National 4-H Headquarters, CSREES, USDA

2. In 1900, Liberty Hyde Bailey dreamed of a world in which learning about the world we live in was valued and that learning extended beyond the classroom walls.

3. In 1901, Will B. Otwell dreamed that young people could change the world through their eagerness to try something new and inspire others.

4. In 1902, A.B. Graham and O.J. Kern shared a dream that young people could become excited about practical science which would allow them to better understand their world and to dignify the lives of the “common people”.

5. In 1909, O.H. Benson boldly changed schools to meet the everyday needs of the people in his community When children welcomed him with the symbol of good luck, he struck on the image that has become our 4-H emblem.

6. In 1910, Gertrude Warren dreamed that youth could be engaged in more than just activities- but should be encouraged in programs which would inspire them to be lifelong learners of science, of beauty, and of service.

7. Our role today… • Keepers of the Dreams of our pioneers • Stewards of a dynamic program that belongs to our youngest citizens.

8. Learning By Doing 1912, Marius Malgren, Hickory, VA

9. Canning Clubs Food Preservation

10. Leading Community Change Average adult yield was 17 bushels per acre; 4-H youth grew an average of 65 bushels per acre with many growing between 150-220 bushels per acre Led to gardening practices that increased the variety and quality of the American diet. Led to food safety techniques becoming standard practice.

11. 4-H Alert, Evacuate, and Shelter Robi Gray, Georgia 4-H Agent, and 4-H GIS teens. Calling themselves the “Pirates of Evacuation Mapping,” they taught other 4-H GIS members how to get involved in emergency preparedness in their communities, including a session at the 2006 National 4-H Technology Leadership Conference. This led to the new national 4-H Alert, Evacuate and Shelter program.

12. GIS-GPs Leadership Team 2006 4-H Youth and adults from 14 states at the ESRI International GIS Conference. The team gave a presentation on the 4-H GIS Community Mapping program at the opening session to nearly 13,000 GIS educators and professionals from over 120 countries. 4-H received an award from ESRI for outstanding achievement in youth GIS education.

13. Some things cannot be taught, but must be experienced. • Children and youth learn best when they can “do” – Experiential Education • Leading by Example – Youth are early adopters and will change their communities.

14. What is 4-H? • Programmatic outreach of the Land Grant University through CES to our youngest citizens in their communities. • The Land Grant Idea taken to youth.

15. Teaching Research-Based Subjects of the Land Grant Universities • Science, Engineering and Technology • Healthy Living • Citizenship

16. 4-H Facts • 7+ Million Members • 450,000 Volunteers • 50% Rural; 50% Suburban and Metropolitan • 75% Caucasian; 25% Other Races • Three way partnership of Federal, State, and County Funding; Creates the Cooperative Extension System (CES) • National 4-H Headquarters located at U.S. Department of Agriculture

17. 4-H Facts • Program conducted through 105 Land-Grant Universities (CES). 4-H takes the university to the youth. • 4-H Youth Development Professional Staff (primarily master and doctoral degrees) are university faculty and staff • Offices located in or serve every county (3,150) across America • Program philosophy is based on youth development, experiential learning or “learn by doing,” and community youth development • After-school programs community 4-H clubs, camping, and school enrichment

18. Understanding the Different Approaches Developed by Cathann A. Kress, Ph.D. EDUCATION AFTER SCHOOL YOUTH DEVELOPMENT

19. ESSENTIAL ELEMENTS OF 4-H YOUTH DEVELOPMENT

20. Youth Development Learning Design Walkaround Learning Point:

21. Program Leadership in 4-H: Content/Context CONTENT Belonging Mastery Independence Generosity

22. Content/Context and Life Skills CONTENT Life Skills Belonging Mastery Independence Generosity School Enrichment High Content High Content High Context Low Context High Context Low Content Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

23. 4-H must be an effective youth development program of the Cooperative Extension System tied to its Land Grant University

24. What does it take to assist young people to become healthy, problem-solving, constructive adults? Youth must: • Find a valued place in a constructive group • Learn how to form close, durable human relationships • Earn a sense of worth as a person • Achieve a reliable basis for making informed choices • Express constructive curiosity and exploratory behavior • Find ways of being useful to others • Believe in a promising future with real opportunities • Cultivate the inquiring and problem-solving habits of the mind • Learn to respect democratic values and responsible citizenship • Build a healthy lifestyle Great Transitions: Preparing Adolescents for a New Century Carnegie Council on Adolescent Development

25. If you were to design a youth development program intended to assist young people to become healthy, problem-solving constructive adults – what would it look like?

26. What would it look like? • It would offer opportunities for youth to experience belonging • It would offer opportunities for youth to experience a “hands-on” laboratory which connects them to research-based knowledge • It would offer opportunities for young people to choose • It would offer opportunities to experience what it means to be a citizen

27. It would look a lot like 4-H.

28. Selected Issues Facing Rural Youth • Experience less community interconnection of people due to long commute times to work and school a.  Lack exposure to career opportunities b.  Fewer adult role models for citizenship c.  Unsupervised time • Geographic isolation and lack of public transportation • Few physical locations to meet • Limited programs and opportunities • Limited meaningful employment

29. Selected Issues Facing Rural Youth • Cultures of prejudice, ethnocentricity and intolerance • Drugs • Three-fold increase in gang-related activity • Limited access to health care, services, and resources • Limited technology at school; not usually at home • Poverty • Obesity

30. Rural Youth Development Grant Program $1.9M Funds: • National 4-H Council • Girl Scouts of the USA • National FFA Organization • Boy Scouts of the USA

31. Youth Build Strong Rural Communities Provides educational, leadership, and citizenship opportunities so youth can: • improve their own lives and • the communities in which they live

32. Outcomes for Youth • Develop knowledge and attitudes in communication, conflict resolution, decision-making, goal setting problem solving • Develop positive attitudes and opinions of themselves • Motivated to be leaders, serve others, engage in the community • Exhibit ethical leadership (character)

33. Financial Capital Income, wealth, security, credit, investment Built Capital Water systems, sewers, utilities, health questions Natural Capital Air, soils, water (quantity and quality), landscape, biodiversity with multiple uses Political Capital Inclusion, voice, power Outcomes Healthy Ecosystem Vibrant Economy Social Equity Social Capital Leadership, groups, bridging networks, bonding networks, trust, reciprocity Cultural Capital Cosmovision, language, rituals, traditional crops, dress Human Capital Self-esteem, education, skills, health

34. Program Examples • Girl Scouts • 4-H • FFA

35. www.national4-hheadquarters.govwww.4husa.orgNancy Valentine, Ed.D., National Program Leader, 4-HCathann Kress, Ph.D.Director, Youth DevelopmentNational 4-H HeadquartersCSREES, USDA