How 4-H Changes Lives

1. How 4-H Changes Lives Cathann A. Kress 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. Two Types of Leadership Essential Elements Mission Mandates Program Fidelity

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

17. Content/Context & Delivery Methods within 4-H CONTENT Belonging Mastery Independence Generosity School Enrichment

18. 4-H Program Delivery Modes • 4-H Clubs • 90,000 local clubs • 4-H Camps • 17,000 locations • 4-H Afterschool • 9,000 programs • 4-H School Enrichment • 145,000 programs

19. Content/Context in 4-H CONTENT 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

20. 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

21. Content/Context and the Numbers CONTENT Belonging Mastery Independence Generosity School Enrichment 3.5 million Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

22. Content/Context and the Numbers CONTENT Belonging Mastery Independence Generosity School Enrichment 3.5 million 400,000 400,000 Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

23. Content/Context and the Numbers CONTENT 1.7 million Belonging Mastery Independence Generosity School Enrichment 3.5 million 400,000 400,000 Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

24. Content/Context and Impact CONTENT EDUCATION YOUTH DEVELOPMENT Life Skills 1.7 million 3.5 million 400,000 400,000 Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

25. The Good News in 4-H More clearly articulating “What is 4-H?” tied to relevant knowledge bases: • Essential Elements • Youth Development Research Base Belonging, Mastery, Independence, Generosity • Mission Areas • CES and LGU Knowledge Base Science, Engineering, & Technology; Healthy Lifestyles; and Citizenship

26. Comparative Reach Among National Youth Development Programs Source: Organization’s website and Annual Report

27. The Good News in 4-H • Increased visibility for 4-H • Across youth development field • Across other federal agencies

28. The Good News in 4-H • Clearer Roles and Strong Partnerships; • Rebuilding and enhancing national systems (ES-237, Curriculum System, Evaluation, Professional Development, Programs of Distinction); • Clarifying policies, guidelines and the chartering process; Who does 4-H work?

29. Important Tasks • Effectively and efficiently function as an organizational system; • Build the unique character of 4-H and strengthen its identity and; • Strengthen the value relationship between 4-H and its Land Grant Universities;

30. 4-H must be an effective youth development program of the Cooperative Extension System tied to its Land Grant University

31. 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

32. 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?

33. 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

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

35. www.national4-hheadquarters.govwww.4husa.orgCathann KressDirector, Youth DevelopmentNational 4-H HeadquartersCSREES, USDA