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4-H Science in Urban Communities

http://urban4hscience.rutgers.edu

Promising Practices Guide


4-H Science in Urban Communities Promising Practices Guide

Project Director: Chad Ripberger, Rutgers University, [email protected] Practices GuideAuthors: Chad Ripberger, Rutgers University and Lydia B. Blalock, Ph.D.Contributors: NateArnett,TheOhioStateUniversity;MarianneBird,UniversityofCalifornia;JackieDavis-Manigaulte,Ed.D.,CornellUniversity; Beth Rasa Edwards, University of Missouri; Richard Enfield, University of California; Dave Francis, Utah State University; Janet Martin,IowaStateUniversity;LeonMoon,UniversityofMissouri;AshleyMullens,LouisianaStateUniversity;SherylNolen,Texas A&M University; Jim Nichnadowicz, Rutgers University; Bill Pabst, University of Missouri; Lucinda Randolph-Benjamin, Cornell University;ChadRipberger,RutgersUniversity;DanielleRudolph,AlabamaA&MUniversity;JessicaRusso,UniversityofMinnesota; SteveWagoner,UniversityofIllinois;PhilsonWarner,CornellUniversityGraphic Designer: Kevin PaccioneSuggested citation in APA format: Ripberger, C., & Blalock, L. B. (2011). 4-H Science in urban communities promising practices guide.Retrievedfrom http://urban4hscience.rutgers.eduPromising Practices VideosEditors: Chad Ripberger, Rutgers University and Lydia B. Blalock, Ph.D.Technical Editor: JeffHeckman,RutgersUniversityFeatured 4-H Professionals: NateArnett,TheOhioStateUniversity;MarianneBird,UniversityofCalifornia;JackieDavis-Manigaulte,Ed.D.,CornellUniversity; BethRasaEdwards,UniversityofMissouri;RichardEnfield,UniversityofCalifornia;DaveFrancis,UtahStateUniversity;JanetMartin, Iowa StateUniversity; LeonMoon,University ofMissouri; AshleyMullens, Louisiana StateUniversity; SherylNolen, TexasA&M University;LucindaRandolph-Benjamin,CornellUniversity;DanielleRudolph,AlabamaA&MUniversity;SteveWagoner,University ofIllinois;PhilsonWarner,CornellUniversityPromising Practices Website – http://urban4hscience.rutgers.eduWeb Designer: BonnieWasielewski,RutgersUniversity4-H Science in Urban Communities Advisory Team PhoebeBailey,Ph.D.,Boys&GirlsClubofAmerica;MarianneBird,UniversityofCalifornia;RalucaCadar,NationalActionCouncilfor MinoritiesinEngineering;JackieDavis-Manigaulte,Ed.D.,CornellUniversity;DaveFrancis,UtahStateUniversity;HeatherGibbons, St.LouisScienceCenter;SherylNolen,TexasA&MUniversity;DanielleRudolph,AlabamaA&MUniversity;CatherineVrentas,Ph.D., UniversityofPennsylvania;SteveWagoner,UniversityofIllinois;MichaelWallace,WashingtonStateUniversityAcknowledgementsAspecialthankyoutoEddieLocklear,Ed.D.andRonDrumofNational4-HCouncilforalloftheirsupportthroughouttheprojectandtoJillWalahoskioftheUniversityofNebraskaforassistancewiththeprojectdesign.ThisprojectwasmadepossiblethroughthegeneroussupportoftheNoyceFoundation.Since2006,theNoyceFoundationhasbeenasponsorofthe4-HScienceProgram,preparing1millionyoungpeopletoexcel inscience,engineeringandtechnology-exposingthemtoamultitudeofpotentialcareers.Throughnew4-HScienceclubs,camps,andafterschoolprograms;innovativecurriculum;andtrainingfor3,5004-Hprofessionalsand540,000volunteers,theNoyceFoundationishelping4-Hbuildapipelineofournation’sfuturescientistsandengineers.About 4-H4-H is a positive youth development organization that empowers young people to reach their full potential. A vast community ofmorethan6millionyouthandadultsworkingtogetherforpositivechange,4-HenablesAmerica’syouthtoemergeasleadersthroughhands-on learning, research-based 4-H youth programs and adult mentorship, in order to give back to their local communities. Visit http://www.4-h.org/.

mailto:ripberger%40njaes.rutgers.edu?subject=ripberger%40njaes.rutgers.edu



http://www.4-h.org/

Table of ContentsIntroduction .....................................................................................................................................................................................006Content Areas 4-H Science Core Principles and Program Design 4-HScienceProgramDesign–4-HScienceChecklist ...............................................................................................................012 InquiryBasedLearningApproaches .........................................................................................................................................018 ProvidingYouthAuthenticOpportunitiestoPracticeandShareScienceAbilities ...................................................................024 TrainingOtherstoDeliverHighQualityScienceProgramming .................................................................................................030 Partnerships, Resource Development, Program Growth and Sustainability OverarchingPrinciplesforSustainablePartnerships ................................................................................................................040 PartneringwithAfterschoolProviders ..................................................................................................................................... 044 PartneringwithSummerProgramProviders ............................................................................................................................052 PartneringwithCityGovernmentandCityParksandRecreation ............................................................................................058 PartneringwithCollegesandUniversitiesandCampus-BasedScientists .................................................................................064 PartneringwithScienceCentersandMuseums .......................................................................................................................070 StateLevelPracticestoAdvanceUrbanProgramming .............................................................................................................074 Staffing, Recognition, and Marketing StaffingwithContentRichVolunteers ......................................................................................................................................080 StaffingwithAmeriCorpsMembers ..........................................................................................................................................086 StaffingwithTeenagersandTeensasCross-AgeTeachers .......................................................................................................092 RecognizingYouthandShowcasingProgrammaticEfforts .......................................................................................................100 MarketingandBranding4-HinUrbanCommunities ................................................................................................................106Contributor Bios ...............................................................................................................................................................................112Program Descriptions Sustained 4-H Science Programs 4-HintheCorridorSTEMInitiative ........................................................................................................................................... 118 4-HontheWildSide .................................................................................................................................................................124 4-HSLOScientists .....................................................................................................................................................................132 Adventure Central .....................................................................................................................................................................140 UnionCounty4-HSummerScienceProgram ...........................................................................................................................150 YouthWetlandsEducationandOutreachProgram ..................................................................................................................158 Promising 4-H Science Programs 4-HSETAfterschoolProgram ....................................................................................................................................................166 BigUrbanWoods4-HClub ........................................................................................................................................................ 174 CAUSE–CollegeAchievementthroughUrbanScienceExploration .........................................................................................182 Ready?GetSETtoExploreForensics! ......................................................................................................................................188Resources .........................................................................................................................................................................................194

5

Dear4-HProfessional,

Welcometothe4-H Science in Urban Communities Promising Practices Guide.Thisresourceistheprod-uctofmanydedicatedurban4-Hprofessionalsacrossthecountry.Weappreciateandapplaudtheworktheyaredoingtodeliverquality4-HScienceprogramstourbanyouthinavarietyofsettings.

Ourcontributorsoftenspokeofa“journey,”“smallsteps,”and“beginningwhereyouarenow”whende-scribing the processofdevelopingandsustainingurban4-HScienceprograms.Webelievethemetaphorofajourneyisaneasilyunderstoodwaytodiscusstheprocessofbringingquality4-HScienceprogram-mingtourbanyouthaudiences.We’rehappyyou’vedecidedtojoinusonwhatwe’resurewillprovetobeanamazingandrewardingjourney.

Thefirststep ineverysuccessful journey istoknowyourstartingpoint;thereforewe’llbeginbysur-veying the landscape. 4-H professionals today are facedwithmany challenges to sustaining currentprogramming.Publicmoniesareshrinking,requiringustocobbletogetherfundingfromnontraditionalsources to supportprograms. Inmany states4-Hprofessionalshave increasingorevenmulti-countyresponsibilities.Inaddition,theoverallshiftinvolunteeringfrom“lifers”toepisodicinvolvementchal-lengesprogramimplementation.

Werecognizethatasking4-Hprofessionalstoadd“justonemorething”toanalreadyoverflowingplatewillundoubtedlysendmorethanonescreamingintothenight.However,withnearly90%oftheU.S.populationcurrentlylivinginurbanorsuburbanareas,wealsorecognizethaturban youth desperately need access to high quality 4-H Science programs.

Weknowyou’reonlyoneperson...

Weknowyoudon’thaveenoughfunding...

Weknow there are not enough hours in the day . . .

Weknowyouneedamagicbullet...

Dowehaveamagicbullet?No.

Whatwedohavetoofferismuchbetter–becauseyouneedanarsenal.Webelievethatthepromisingpracticescontainedinthisguidewillprovideyouwiththetoolsyouneed(compass,maps,resources,andyes–evenclothingsuggestions)tohelpyouplan,implement,reflectupon,andshareanexcitingjourneyintowhatformanyofyouwillbeanewworld–aworldwhereurbanyouthhaveaccesstocontentandcontextrich4-HScienceprograms!

Attheriskofsoundingcliché,we’llremindyouthatajourneyof1,000milesbeginswithasinglestep.Butthisjourneyisnotasoloendeavor!4-Hprofessionalsacrossthecountryarealreadyinvariousstagesoftheirjourneys–andtheywelcomeyouastheirtravelcompanion.Whileourprimarygoalistoprovideawealthofinformationtohelpyousucceedinthisworldofurban4-HScienceprogramming;itisalsoourhopethatthisguidewillbetheimpetusforformingathrivingCommunityofPracticewhere4-Hprofessionalscancometogetherandsharetheirsuccesses,challenges,andmostimportantly–supportandencouragement.

Let us begin . . .

Chad Ripberger, Project Director Lydia B. Blalock, Ph.D.

Thedevelopmentofthisresourcehascertainlybeenajourneyforallinvolved(seeProject Designbelowformoreinfor-mation).Itwasbyturnschallenging,uplifting,thought-provoking–andalwaysexciting.We’veaskedourselves:Whatdoesthesuccessful(urban)4-Hprofessionallooklikeinthe21stcentury?Howdoesshework?Whatdoeshedo?Whatskillsdotheyhave?Whatmakesthemsuccessful–indeed–howdotheydefinesuccess?

Countlessdiscussions,meetings,emails,andterabytesofdatalaterweknowtheanswer:Thesuccessfulurban4-Hprofessionalofthe21stcenturythinksandactslike–anentrepreneur!

Develop an Entrepreneurial Spirit

Thinkaboutit.Whatdoesasuccessfulentrepreneurdo?Sheraisescapital,securesstaff,developspartnerships,as-sumesrisk,delegatesresponsibility,requiresaccountability,andsoforth.Hisgoalistogrowtheenterprise,andviewschallengesasopportunitiestoexploit.Firstandforemost,however,successfulentrepreneursbegin with the end in mind.Shehasaplan–astrategicplan–andsheusesittoguideherjourneyintheappropriatedirection.

Andthereinliesthechallenge.Thesuccessfulurban4-Hprofessionalofthe21stcenturymustbewillingtoembarkuponajourneythatwillultimatelyresultinatransitionfrom4-HEventandVolunteerManagertoExecutiveDirectorofyourlocal4-HYouthDevelopmentprogram.These“new”urbanprofessionalsmustbefullyengagedinresourcedevelop-ment.Oursuccessfulcontributorsexemplifythespiritofentrepreneurialtrailblazersbyusingavarietyofmechanismstoobtainthesupportneededtoimplementandsustainprograms,includinggrants,subcontracts,andin-kindcontribu-tions.Theyarefullyengagedin“beingatthetable”–buildingawarenessof4-Hand4-HScienceinanyandallvenues–andtheywelcomeopportunitiestodevelopandsustainsuccessfulpartnershipswithotheryouthservingorganizations,corporations,citygovernments,andsoforth.

Justtoclarify–anentrepreneurialspiritdoesnotimplyabandoningtraditional4-Hroles,values,orconcepts.Indeed,therallyingcryfor4-HScienceis–informal science education in the context of positive youth development.4-His,andalwayswillbeabouttheEssential Elements – Belonging, Mastery, Independence, and Generosity.4-Hwillcontinuetoholdeventsandmanagevolunteers–but–theentrepreneursamonguswilldelegatemoreoftheirtraditionalresponsi-bilitiesastheyshifttoprovidingprogrammaticvisionto,andbuildingprogrammaticcapacitywithin,theirorganizations.

We’veidentifiedfourthingsentrepreneurialurban4-Hprofessionalsdotoachievesuccess:(a)embraceprogramdesign,(b)promotepartnerships,(c)buildprogrammaticcapacity,and(d)telltheir4-HSciencestory.Theseitemsmakeupthebulkofthepromisingpracticesinthe4-H Science in Urban Communities Promising Practices Guide.

Embrace Program Design

ConversationbetweenAliceandtheCheshireCat:

‘Would you tell me, please, which way I ought to go from here?’ ‘That depends a good deal on where you want to get to,’ said the Cat. ‘I don’t much care where –’ said Alice. ‘Then it doesn’t matter which way you go,’ said the Cat. –LewisCarroll,Alice’sAdventuresinWonderland

Introduction

7Introduction

8 Introduction

Successfultravelersknowtheirfinaldestination(begin with the end in mind).Theyarealertforsigns,milemarkersandotherindicatorsorbenchmarksofprogress.Inthesameway,successfulentrepreneursknowwheretheywanttogo–andhowthey’regoingtogetthere.Successfulentrepreneursusebusiness planstoguidethemtotheirdestinations:Successful4-HprofessionalsuseLogic Models!

The 4-H Science in Urban Communities Promising Practices GuidebeginswithSection I - 4-H Science Core Principles and Program Design.Thechapterswithinthissectionwillhelpyoudetermineyourdestinationandexplorealternateroutestogetthere.Theemphasisisondevelopingandsustainingcomprehensive,highqualityinformalscienceeducationprograms(asopposedtoone-timeeventsoractivities),andinidentifyingyouruniqueprogrammaticnicheorfocus(training,resources,programdesign,implementation,etc.).

Therearefourchaptersinthissectionthataddressthecontentandcontextofquality4-HScienceprograms.Thepur-poseofthefirstchapter,4-H Science Program Design - 4-H Science Checklist,isthreefold:(a)tointroducethe4-H Science Checklist;(b)toprovidepromisingpracticestosupporteachofthesevencriteriaofthe4-H Science Checklist;and(c)topromote 4-H Science 101,ascripted,four-hourtrainingthatcanalsoserveasacrucialresourcefordeveloping“scienceready”programs. Inquiry Based Learning Approachescontainspromisingpracticestohelpprogramplannersandfacili-tatorsimplementsuccessfulinquirybased4-HScienceprograms.Providing Youth Authentic Opportunities to Practice and Share Science Abilitiesreminds4-Hprofessionalstoplanforsuchopportunitiesduringtheprogramdesignstage,andprovidesvenueandactivitysuggestions.

Themostrobustprogramdesignswillfailtoachieveexpectedresultsifprogramfacilitatorsarenotadequatelytrainedorsupportedtoconsistently(andcorrectly)deliverprograms.Thefinalchapter, Training Others to Deliver High Quality Science Programming, addressesthisissueoffidelityofimplementation.

Promote Partnerships

Thesuccessfulentrepreneurunderstandsthatcreatingstrategicpartnershipswithlike-mindedorganizationscanberichlyrewardingforeveryoneinvolved.Asolidpartnershipeasilydoubles(ormore)the“sumofitsparts.”Strongpart-nersarecommittedtosharingthejourney(aswellasresources!).Theycomplementorsupporteachothers’strengthsandweaknesses.Sustainablepartnershipshavegoodcommunicationnetworks,distributerewardsandrecognitionequitably,andultimatelyreachorevenexceedmutuallyagreedupongoalsandobjectives.

Theimportanceofpromotingpartnershipstosuccessful4-HScienceprogrammingwasunderscoredbytheinitialsur-veyofthe4-Hsystem(seeProgram Design belowformoreinformation).Almostallrespondentsindicatedtheonlywaytoachievesuccessinaneraofshrinkingbudgetsandincreasedservicedemandswastopartner, partner, partner.4-Hprofessionalsneedtoidentifyyouthdevelopmentandsciencepartnerswhosupportinformalsciencelearning(inthecontextofpositiveyouthdevelopment)andwhoareabletoprovidecomplementaryresources.

Perhapsthemostoverlooked“partners”inanydiscussionaboutpartnershipsarethe4-Hprofessionals’statelevelpartners.ExtensionandUniversityleadersmustbesincerelycommittedtoprovidingcontinuous and tangible support tourban4-HScienceprogramming.Toexpect4-Hprofessionalstoachievesuccessinurbansettingswithout providing thewaysandmeanstodososetsthestageforunrealizedopportunities.

Section II - Partnerships, Resource Development, Program Growth and Sustainability providesaplethoraofpromisingpracticestohelpyoupromotemutuallybeneficialpartnerships.Thissectionbeginswithavitalintroductionthatin-cludes Overarching Principlesforcreatingsustainablepartnerships.Thisinformationisnotduplicatedwithintheensuing

9Introduction

chapters,andthereforeshouldnotbeoverlooked.

ThesixchaptersinSection IIareeachdevotedtoadifferenttypeofpartneringorganization.Thefirsttwochaptersfocusonmoretraditional4-Hpartners.Partnering with Afterschool Providersoutlinespromisingpracticestohelpyoudevelopandsustainsuccessful4-HScienceafterschoolprograms,while Partnering with Summer Program Providers addresses summercampandsummerdayprogrampartners.

Thenextthreechaptersintroducepotentialpartnerswhomaybenewtomany4-Hprofessionals.Partnering with City Government and City Parks and Recreation, Partnering with Colleges and Universities and Campus-Based Scientists, and Partnering with Science Centers and Museums eachcontainpracticalinformationandideasfordevelopingandsustain-ingsuccessfulrelationshipswiththeseentities.Thefinalchapterinthissection,State Level Practices to Advance Urban Programming,providesconcretesuggestionsforstrengtheningstatelevelExtensionandUniversitysupportforurban4-Hprogramsandprofessionals.

Build Programmatic Capacity

Entrepreneursknowtheycannotbeeverywherenordoeverythingbythemselves.Theyrelyuponoutstandingstafftoachieveandmaintainsuccess.Theyunderstandtheimportanceofrecruiting/selectingtherightmanorwomanforthejob,andprovidecontinuoussupporttohelpstaffdotheirbestwork.4-Hprofessionalsalsoknowtheycannotdoeverythingthemselves.Howwellwenavigateourroadtosuccessfulurban4-HScienceprogrammingdependsuponourcommitmenttobuildingprogrammaticcapacity–inthiscase–recruiting/selectingandsupportingtherightassociate,collaborative,and/orvolunteerstaffforthejob!

Staffing, Recognition, and Marketingisthethirdandfinalsectioninthe 4-H Science in Urban Communities Promising Practices Guide.Thefirstthreechaptersinthissectionprovideexemplarypromisingpracticestosupportbuildingpro-grammaticcapacity.Staffing with Content Rich Volunteers willhelp4-Hprofessionalsextendtheirreachbymaximizingtheirabilitytorecruitandretainscienceprofessionalsandseriousscience-basedhobbyists.ThepurposeofStaffing with AmeriCorps MembersistohelpprogramplannersunderstandhowAmeriCorpsmemberscanbeutilizedtodevelopandsustainprograms.Staffing with Teenagers and Teens as Cross-Age Teachersprovidessuggestionsabouthowtolocate,recruit,andsustainteensinterestedinworkingwith4-HScienceprograms.

Tell Your 4-H Science Story

Oneofthehallmarksofsuccessfulentrepreneurs istheirabilitytosuccessfullycommunicatewithothers(partners,shareholders,customers,etc.)They–ormorelikelytheirsupportstaff–areadeptatshowcasingachievementsandmarketingandbrandingtheirproductsandservices.(Thesuccessfulentrepreneurwouldneverbragaboutbeing“thebestkeptsecret”inthebusinessworld!)Explorersthroughouthistoryfullyappreciatedtheimportanceofdocumentingandsharingtheexcitementoftheirdiscoverieswiththeirstakeholders.Failuretodocumenttheirsuccesseswouldhaveresultedinlackofsupportforfutureexplorations!

As4-Hprofessionalsmakeinroadsintotheworldofurban4-HScienceprogramming,theyhavetheuniqueopportunitytodisseminatethe4-HSciencestorywhileshapingpublicperceptionaboutwho4-Hisandwhat4-H“does.”ThefinaltwochaptersinSection III – Staffing, Recognition and Marketingunderscoretheimportanceofsharingthe4-HSciencestory. Recognizing Youth and Showcasing Programmatic Effortswillhelp4-Hprofessionalsunderstandthevalueofpro-vidingyouthappropriate,meaningfulrecognitionandofshowcasingprogrammaticefforts.MarketingandBranding4-H in Urban Communities makesastrongcaseforconsistentbrandingofall4-Hprogramsandprovidessomebasicideasfor

10 Introduction

marketingandbrandingyour4-HScienceprograms.

Thejourneytoprovideurbanyouthwithcontentandcontextrich4-HScienceprogrammingrequiresthe21stcenturyurban4-Hprofessionaltoengageinapersonaljourneytocultivateanentrepreneurial,trailblazingspirit.Readingthisguideisbutthefirststepofwhatweknowwillbeanexciting–andrewardingjourneyforall.

Project Design

The4-H Science in Urban Communities Promising Practices Guideisatrulycollaborativework.Anadvisoryteam,consist-ingof4-Hprofessionalsandinformalscienceeducationandyouthdevelopmentpartners,metattheSt.LouisScienceCentertosetthestageforthisresource.Aftermuchdeliberationandperusalofexistingresources,theteamdelineated15contentareasforinclusionintheguideanddeterminedtheappropriateformatsforthisresource–electronicpubli-cation,supportingwebsite,andshortvideosegmentstohighlightselectedcontentareas.

Theadvisoryteamdevelopedanelectronicsurveytolearnmoreaboutexistingurban4-Hscienceprograms.State4-Hprogramleadersand4-Hscienceliaisonswereaskedviaemailtoparticipateinthesurvey.Respondentswerealsoaskedtonominate4-Hprofessionalsfromtheirstateswhowerecurrentlyimplementingurban4-HScienceprogramstoserveas contributors to this resource.

Ofthe4-Hprofessionalsnominated,18wereaskedtocontributetotheresourcebasedupontheirexemplaryworkinthefield.Thesewomenandmenrepresentadiversityofurbancommunities(Sacramento,Houston,KansasCity,Minne-apolis,NewYorkCity,etc.),geographicregions(northeast,northcentral,south,west),targetaudiences(youngwomen,Latino,LakotaIndian,AfricanAmerican,etc.),programs(marinescience,robotics,hydroponics,geospatial,wetlandsconservation,aerospace,etc.)anddeliverymodes(4-HAfterschool,summerprograms,camps,clubs,etc.).

Whatthese18menandwomenhaveincommon,however,istheentrepreneurial spirit and passionrequiredtobeasuc-cessful4-Hprofessionalinurbancommunitiestoday.Itisnotanoverstatementtosaythatthesecontributorsbroughtawealthofknowledgeandexperiencestothisundertaking,whichiswhythe4-H Science in Urban Communities Promis-ing Practices Guideissocontentrich.Rarelyintheauthors’experienceshassuchadiversegroupfunctionedwithsuchsinglenessofmind.

Thecontributorswereaskedtoeachselectfiveofthepre-determinedcontentareasbasedupontheirexpertise,andforeachareatoprovideasummaryoftheirefforts,promisingpractices,suggestedresources,andvideohighlightingtheirreflectionsintheirchosenareas.Conferencecallswerescheduledtodiscussandbuildconsensusaroundpromisingpracticesforeachcontentarea.Contributorswereinvitedtoparticipateinanycontentareacall,regardlessofwhetheritwasoneoftheirselectedareas.Asummarydocumentorganizedbythemeswascompiledfromthepromisingprac-ticessubmittedbythecontributors.Therelevantsummarydocumentwasdistributedpriortoeachconferencecall,andservedasanorganizingtoolforthediscussion.Eachcalllastedfrom1-2hours,followedbya1-2hourdebriefingbetweentheauthors.

Theinformationprovidedfromtheconferencecalls,aswellasotherdocumentsandresourcessubmittedbythecon-tributorswereusedtoproducethecontentincludedinthisresource.Thevideosegmentswereselectedbaseduponrawvideoreceivedfromthecontributors.Therawfootagewasindexedbycontent,andsixcontentareaswereselectedforinclusionashighlightvideosegments.Photographswerechosenfromthosesubmittedbythecontributorstoillus-trate“talkingpoints”andaddinteresttothevideos.

How to Use this Resource

The4-H Science in Urban Communities Promising Practices Guideincludesthreecomplementaryresources:(a)thepri-maryelectronicpublication,(b)awebsite,and(c)highlightvideosegments.

Electronic Publication

Thefocusofthispublicationisonthepromisingpractices,whicharedividedintothreemajorsections: 4-H Science Core Principles and Program Design; Partnerships, Resource Development, Program Growth and Sustainability; and Staffing, Recognition, and Marketing. Eachsectionincludesseveralchaptersdevotedtospecificcontentareas,andeachchapterincludes:

• Chapter introduction –providesimportantcontextforthepromisingpracticesthatfollow.• Promising practices–theheartofeachchapter;majorityofchaptersincludesubsectionsonprogram

planningandevaluation,training,andsupport.• Case studies–vignettessubmittedbycontributorsthathighlightpracticesdiscussedwithinthechapter.• Resources –websitesandpublications/documentsthatmaybehelpfultothereaders.

ItisworthnotingthatPartnerships, Resource Development, Program Growth and Sustainability includes a special intro-ductionthatcontainsoverarchingprinciplesforthissection.Thisintroductionisoftenreferencedinthechapters,andcontainsinformationcriticaltodevelopingandsustainingpartnershipsandprograms.

Thepublicationconcludeswith Contributor Bios, Program Descriptions (Sustained 4-H Science Programs and Promising 4-H Science Programs),andamasterlistofallResourcescontainedwithinthechapters.

Theelectronicpublicationcanbeaccessedforonlineviewingfromthe4-H Science in Urban Communities website(http://urban4hscience.rutgers.edu).ItisalsoavailablefordownloadasasinglePDFdocumentorasindividualchapters.Thepublicationcanbereadfront-to-back,specificchapterscanbereadasneeded,orchapterscanbeprintedforusein trainings.

Project Website

Thesupportingwebsite(http://urban4hscience.rutgers.edu)forthisresourceincludesallthecontentfromtheelectronicpublication,plusPDFdocuments,amasterlistofresources,andthehighlightvideosegments.Linkscanbemadetothewebsitefortrainings–orlinkscanbesenttoprogrampartners,funders,keystakeholders,andsoforthtosupportprogrammingefforts.

Highlight Video Segments

Therearesixvideosegmentsincludedaspartofthisresource: Project Overview; 4-H Science Program Design - 4-H Science Checklist; Providing Youth Authentic Opportunities to Practice and Share Science Abilities; Training Others to Deliver High Quality Science Programming; Partnering with Afterschool Providers; and Staffing with Teenagers and Teens as Cross-Age Teachers.ThevideosarelocatedontheVideospageofthewebsite(http://urban4hscience.rutgers.edu/videos.html)aswellasintherelevantchapters.Thesevideosegmentscouldbesenttoprogramstaffandpartners,andcouldbeusedtoaddinterestandexcitementtorelevant4-HSciencepresentationsandtrainings.

This resource is brought to you by 4-H, through the generous support of Noyce Foundation.

11Introduction



http://urban4hscience.rutgers.edu/videos.html

http://urban4hscience.rutgers.edu/videos.html

Introduction4-HScienceisinformalscienceeducationwithinthecontextofpositiveyouthdevelopment.Itisnotjustscienceeducation.Thisisanimportantdistinctiontomakewhenapproachingpotentialprogrampartnersandfunders.

4-HScienceiscommittedtodelivering“ScienceReady”4-Hexperiences.Asciencereadyprogramisframedinscienceconcepts,basedonsciencestandards,andintentionallytargetsthedevelopmentofscienceabilitiesandoutcomesarticulatedbythe4-H Science Logic Model (see 4-H Science 101 in Resourcesbelow).Additionally,sci-encereadyprogramsintegratetheEssential Elements of 4-H Youth Development (Essential Elements) and engage participantsinageappropriate,experiential,inquiry-basedlearning.

Itisimportanttounderstandfromthebeginningthata“program”ismuchmorethanaone-timeactivity.Ideally,programsshouldbeofsufficientfrequency(howoftentheprogrammeets)andduration(howlongtheprogramruns–days,weeks,months,etc.)toallowyouthtoexperienceandincreasemastery,independence,senseofbelonging,andaspiritofgenerosity(Essential Elements).Programsaredeliveredwithintheappropriatepositiveyouthdevelopment(PYD)framework(safeenvironment,caringadult,etc.).

The4-H Science Checklist (seebelow) includessevenquestionsdesignedtohelpassesswhethersciencepro-gramsare“ScienceReady.”Sciencereadyprogramsprovideyouthwithasustainedlearningexperience,withopportunitiestoengageintheprogramfortheappropriatefrequencyanddurationneededtomasterspecific4-H Science Abilities (see 4-H Science Checklistbelow).Programactivitiesarealsosequencedtohelpyouthbuilduponpreviouslylearnedskills.Sciencereadyprogramsarenotone-timeactivitiesorevents.

Thegoalfor4-HScienceprogramminginallvenuesistomovebeyondofferingactivitiestoprovidingyouthwithongoing, sequentialprogrammingthat leads tomastery.Buildingsciencereadyprogramstakestime– rarelydoesanewlycreatedprogramlaunchwithallsystemsfiringperfectly!Theimportantthingistogetstarted.Be-ginwithcurrentprogramsandcarefullytargetareasforimprovement.

Thepurposeof4-H Science Program Design – 4-H Science Checklististhreefold:(a)tointroducethe4-H Science Checklist;(b)toprovidepromisingpracticestosupporteachofthesevencriteriaofthe4-H Science Checklist and(c)topromote4-H Science 101,ascripted,four-hourtrainingthatcanalsoserveasacrucialresourcefordeveloping“scienceready”programs(see 4-H Science 101 in Resourcesbelow).The4-H Science Checklist(below)willhelpprogramplannersself-assessthesciencereadinessofcurrentprograms,aswellasprovideguidancefordevelopingnewsciencereadyprograms.4-H Science 101includesasimple-to-usetablethatcanaidwithself-assessmentofprogramactivities(seeAppendix I – Make a Better Pinwheel: Review and Share).

4-H Science Program Design – 4-H Science Checklist

4-H Science ChecklistAre you providing science, engineering and technology

programs based on National Science Education Standards? [National Science Education Standards]

Science education standards are criteria to judge quality: the quality

of what young people know and are able to do; the quality of the sci-

ence programs that provide the opportunity for children and youth

to learn science; the quality of science teaching; the quality of the

system that supports science leaders and programs; and the quality

of assessment practices and policies.

http://www.nap.edu/readingroom/books/nses/

Are you providing children and youth opportunities to improve their Science Abilities? [4-H Sciences Abilities]

Predict, Hypothesize, Evaluate, State a Problem, Research Problem,

Test, Problem Solve Design Solutions, Measure, Collect Data, Draw/

Design, Build/Construct, Use Tools, Observe, Communicate, Orga-

nize, Infer, Question, Plan Investigation, Summarize/Relate, Invent/

Implement Solutions, Interpret/Analyze/Reason, Categorize/Order/

Classify, Model/Graph/Use Numbers, Troubleshoot, Redesign, Opti-

mize, Collaborate, Compare

Are you providing opportunities for youth to experience and improve in the Essential Elements of Positive Youth Develop-ment? [Essential Elements of Positive Youth Development]

Do youth get a chance at mastery – addressing and overcoming life

challenges in your programs?

Do youth cultivate independence and have an opportunity to see

oneself as an active participant in the future?

Do youth develop a sense of belonging within a positive group?

Do youth learn to share a spirit of generosity toward others?

Are learning experiences led by trained, caring adult staff and volunteers acting as mentors, coaches, facilitators and co-learners who operate from a perspective that youth are partners and resources in their own development? [Trained,

Caring Staff and Volunteers as Co-Learners]

Are activities led with an experiential approach to learn-ing? [Experiential Approach]

Are activities using inquiry to foster the natural creativity and curiosity of youth? [Inquiry Based Approach]

Does your program target one or more of the outcomes on the 4-H Science Logic Model and have you considered the frequency and duration necessary for youth to accomplish those outcomes? [Frequency and Duration]

13

Promising PracticesThepromisingpracticesthatsupport“4-HScienceReadiness”aredividedaccordingtothesevenitemsonthe4-H Science Checklist (see sidebar).

National Science Education Standards

1. Include teens in program planning, implementation, and evaluation. Teensmaybeoneofthemostunderuti-lizedresourcesavailableto4-Hprofessionalsengagedindeveloping4-HScienceprograms.Teenscanassistin creatingand implementingneedsassessments, identifyingengaging curriculum, facilitatingprograms,datacollectionandevaluation,andsoforth.Inaddition,utilizingteensascross-ageteachers/mentorsopensup lots of opportunities for positive youth development (see also Staffing with Teenagers and Teens as Cross-Age Teachers).

2. Utilize the planning and evaluation tools included in 4-H Science 101.Thisresourceisauser-friendlyguidethat can provide assistancewith professional development, program planning, and evaluation (see 4-H Science 101 in Resourcesbelow).Theresourceincludes:

• The 4-H Science Logic Modelwillaidwithprogramdevelopmentandprovidesoutcomesforprogramevaluation.

• The4-H Science Needs Pre and Post Assessmentswillhelpassessstaffandorganizationalcapacitytodeliver4-HScienceprograms.

• The4-H Science Core Competencies and the 4-H Science Competencies Self-Assessment Toolwillhelpfocusprogramdevelopmentinthecontextofpositiveyouthdevelopment,aswellasguideprofessionaldevelopmenttrainings(see Item #3 in Trained, Caring Staff and Volunteers as Co-LearnersbelowandTraining Others to Deliver High Quality Science Programming).

• The Program Evaluation Development Worksheet willhelpoutlinetheevaluationcomponentoftheprogram.

3. Develop measurable process and outcome objectives.Workwithprogrampartners to createmeaningfulobjectives.Keepinmindreportingneeds(includingpartners)andensurethereareobjectivestoaddressthose needs.

• Processobjectivesfocusonprogramdesignandimplementation.

• Outcomeobjectivesincludechangesinyouthabilities,skills,knowledge,attitudes,behaviors,etc.Donotforgettospecifyrelevant4-H Science Abilitiesfromthe4-H Science Checklist.

4. Identify success criteria/indicators for process and outcome objectives.Includeassessmentcriteriaforstaff/facilitators,aswellasthepartnership(ifapplicable).

• Contactcampus-basedfaculty/specialistsinprogramevaluationforassistance.

• Outlinedatacollectionandanalysisresponsibilitiesandtimelinewithprogramstaff/volunteers(includeinMOUifapartnership–seeSection Introduction to the Partnerships, Resource Development, Program Growth and Sustainability section).


http://www.nap.edu/readingroom/books/nses/

• IMPORTANT: Program evaluation/assessment criteria and data collection methods may need to be creative,andshouldcertainlycapturethespiritof4-HScienceprograms(e.g.,focusonscience/inquiryprocesses, the Essential Elements of Positive Youth Development,foundationalskills,etc.).Perhapstheworstthingthatcanhappenregardingevaluation/assessmentisifthefacilitatorfeelshe/shemust“teachtothetest”soyouthcan“successfully”completeknowledge-basedassessments.Thisposesaveryrealdangerofstiflingtheinquiryprocess!

5. Share evaluation results. Program successes should be disseminated to partners, stakeholders, advisoryboards, funders, the community, etc. Present results atmeetings and professional conferences. Prepare reports,pressreleases,andjournalarticlesasappropriate.

6. Select inquiry- and research-based science curriculum that supports program goals. This practice cannotbeover-emphasized.Formorein-depthinformationsee Item # 1 in the Program Planning and Evaluation sectionofInquiry Based Learning Approaches.

7. Correlate science programming with state and national educational standards.Demonstratetoformaleduca-tionpartnershowinformalscienceeducationcansupport(increasefoundationalskills)classroomlearning.

8. Develop programs using modified club formats. Remember that 4-H Science is science in the context of positiveyouthdevelopment(PYD).Asmuchaspossible,incorporatetraditional4-HclubcomponentsthatsupportPYDsuchaspublicpresentations,leadership,communityservice,etc.

9. Recognize that youth can be scientists today.Planactivitiesthatallowyouthto“be”scientiststoday,andtoseethemselvesasscientiststomorrow.

• Youthshoulduse“real”toolsandinstrumentsandengagein“real”projects(e.g.,waterqualitymonitor-ing,GPS/GIScommunitymapping,etc.).Createaprogramnamethatincludestheword“scientist.”

• Useappropriatetitlesfortherolesthatgroupmemberswillundertake(e.g.,engineer,projectmanager, recorder, reporter, technician,materials coordinator, etc.). Ensure each groupmember has the opportunitytoexperienceeachactivityandrole.

4-H Science Abilities

1. Read the chapter Providing Youth Authentic Opportunities to Practice and Share Science Abilities.Thischapterprovidesanin-depthdiscussionofpromisingpractices.

2. Incorporate opportunities for youth to practice 4-H Science Abilities. Clearly identify the ScienceAbilitiesincludedintheprogramand/orcurriculum(ifunabletoidentify,lookforanotherprogram/curriculum).Theidentifiedabilitiesshouldbespecifiedintheprogramgoals,andassessedaspartofprogramevaluation.

Essential Elements of Positive Youth Development

1. Provide a youth development focus. Donotoverlookcontextinfavorofcontent.Fosterbelonging,mastery,independenceandgenerosity.Askthesequestions:

• Doyouthhaveachancetomakedecisions?

• Whatnewskillsdoestheprogramoractivityfoster?

14 4-H Science Core Principles and Program Design

• Programmatically, how can the programor activity reach beyond the realmof science to become a positiveyouthdevelopmentexperience–andafunone?

2. Use the 4-H Science Core Competencies to guide program planning and implementation. 4-H Science is,aboveall, informalscienceprogramming in thecontextofpositiveyouthdevelopment.4-HSciencecore competenciesidentifyhowstaff/volunteerscanbecompetentandcaringresourcestoyouth,organizations,andcommunities.4-Hyouthdevelopmentprofessionalsandvolunteers implement4-HScienceprogramsthatoffertheeightEssential Elements (see 4-H Science Core Competencies in 4-H Science 101 in Resources below).Competenciesinclude:

• Caring Adult:Understandsthateachyoungpersonbenefitsfromapositiverelationshipwithacaringadult by . . . (see 4-H Science Core Competencies).

• SafeEnvironment:Createsanemotionallyandphysicallysafelearningenvironmentby...(see4-H Sci-ence Core Competencies).

• InclusiveEnvironment(belonging):Designsinclusivelearningenvironmentsby...(see4-H Science Core Competencies).

• SeeOneselfintheFuture(senseofhope):Nurturesanatmosphereofoptimismandapositivebeliefinthefutureby...(see4-H Science Core Competencies).

• ValuesandPracticesServicetoOthers:Encouragesanethicofcaringandcivicresponsibilityby...(see4-H Science Core Competencies).

• OpportunitiesforSelf-Determination:Encouragesandsupportsindependenceinyouthby...(see4-H Science Core Competencies).

• OpportunitiesforMastery:Providesopportunitiesforyouthtodevelopskills,competence,andexpertiseby . . . (see 4-H Science Core Competencies).

• EngagementinLearning:Encouragesyouthtodirectandmanagetheirownlearningby...(see4-H Sci-ence Core Competencies).

3. Pair service-learning with science.Provideopportunitiesforyouthtoengageinauthentic,community-basedprojectsthatalsosupportlearningobjectivesandtheEssential Elements.Thisiswhereyouthhaveachancetovoiceopinions,makedecisions,planandcarryoutideas,andfeelliketheyhavemadeadifference(seealso Providing Youth Authentic Opportunities to Practice and Share 4-H Science Abilities).

Trained, Caring Staff and Volunteers as Co-Learners

1. Read the chapter Training Others to Deliver High Quality Science Programming. This chapterprovidesan in-depthdiscussionofpromisingpracticesfortrainingstaffandvolunteerstodeliver4-HScienceprograms.

2. Utilize the 4-H Science Competency Self-Assessment with staff and volunteers. Program staff/volunteersneedtounderstandandhavethecapacitytoeffectivelyimplementthecorecompetenciesinthecontextof programactivities.Thistoolwillhelpimprove4-HScienceprogramdeliveryandaidinstaffdevelopment,butisnotintendedforuseinperformancereviews(see4-H Science 101 in Resourcesbelow).


• Thisassessmentwillrevealstrengthsandchallengesinimplementingthecorecompetencies.

• Reviewresultsindividuallywithstaff/volunteersandhelpthemsetpersonalgoals.

• Developtrainingmodulesbaseduponoverallresultstoaddressopportunitiesforimprovement.

3. Remind staff and volunteers often that they should be “co-learners” with youth. Staff/volunteers should understandtheyarenottheretoprovideanswers(indeed,it’sokaytonot have the rightanswer).Theymustbewillingtoexploreandlearntogetherwithyouth.Thisprinciplecanbeespeciallydifficultforstaff/volun-teerscomingfromtheformaleducationsystem.Onewaytocircumventthetendencytoprovideanswersistoengagein“real”community-basedprojectsthatdonotyethaveasolution!

4. Engage youth as partners in their own development.Thispracticegoeshand-in-handwithexperientialandinquirybasedlearning.

Experiential Approach

1. Read the chapter Providing Youth Authentic Opportunities to Practice and Share Science Abilities.Thischapterprovidesanin-depthdiscussionofpromisingpracticesforpracticingandsharing4-H Science Abilities.

2. Read the chapter Training Others to Deliver High Quality Science Programming. This chapterprovides an in-depthdiscussionofpromisingpracticesfortrainingstaffandvolunteerstodeliver4-HScienceprograms.

Inquiry Based Approach

1. Read the chapter Inquiry Based Learning Approaches.Thischapterprovidesanin-depthdiscussionofpromising practicestosupportinquirybasedlearning.

2. Read the chapter Training Others to Deliver High Quality Science Programming.Thischapterprovidesanin-depthdiscussionofpromisingpracticesfortrainingstaffandvolunteerstodeliver4-HScienceprograms.

Frequency and Duration

1. Utilize the planning and evaluation tools in 4-H Science 101.SeeItem #2 in National Science Education Standards sectionabove.

2. Plan adequate time and experiences for youth to achieve mastery of 4-H Science Abilities.Thereisnomagicnumberastothenumberofhoursitwilltakeyouthtomasteranygivensetofskillsorabilities.Muchde-pendsuponthepreviousbackgroundandexperienceofyouth,inadditiontothedegreeofdifficultyoftheskills.Reviewwhathasworkedforothers.Itmaytakeseveralprogramcyclestoarriveattheidealprogramfrequencyandduration.

Case StudiesBird – Three Programs: Three Levels of Science Readiness.The4-H Science Checklististhemarriageofgoodscienceeducationwithsoundyouthdevelopmentpractices. Itdefinesnot justwhatconstitutesqualityscience learning,butalsotheenvironmentinwhichithappens.Thethree4-HScienceprojectsinSacramentoCountyareatdifferentlevelsofsciencereadinesswhenassessedagainstthesevencomponentslistedinthechecklist.SacramentoSTARTstaffaretrainedtodeliverthe4-HWaterWizardsProject.Oneofthechallengesinthisdeliverymodeishelpingstaff


understandhowtonurtureleadershipinyoungpeople.TheenvironmentoftheSacramentoSTARTprogramfocusesoneducation inatraditionalway,and lessonyouthdevelopmentprinciples.Theothertwoprogramsarearichblendofscienceandyouthdevelopment.Attentionisgiventoassuringthatthescienceisexperiential,inquiry-based, focusedonprocessaswellascontent,andledbytrainedteachers.4-HOntheWildSide:(a)bringsteenagersandadultstogethertoplantheweekendcampexperiences;(b)engagesyouthinauthenticleadershiprolesastheyteach,writegrants,andtakechargeofgroupsofchildren;(c)promotesmasteryasteensimproveindeliveringtheirlessons;(d)nurturesasenseofbelongingforcampersthroughtheirschoolsandlivinggroups;and,(e)promotesindepen-dencethroughtheexperienceofgoingawaytocamp.Thesameholdstrueforthe4-HYESProjectasteenshaveasenseofmakingadifferenceintheircommunitythroughauthenticleadershiproles. Inall instances,caringadultcoaches/facilitatessupporttheteensandthelearning.–Marianne Bird, University of California

Enfield – Youth/Adult Science Clubs Supporting Science and PYD Outcomes.Youth/AdultScienceClubsisaprogrampiloted,developed,andevaluatedthroughtheUniversityofCalifornia4-HYouthDevelopmentPrograminSanLuisObispo(SLO)County.ThisprogramismostoftenreferredtoassimplySLOSCIENTISTS.SLOSCIENTISTShasdemon-stratedefficacyandsustainabilityforthepast15yearsandhasbeenfeaturedasamodelprogramatscienceandyouthdevelopmentconferences,aswellasintheliteratureonyouthdevelopment.4-HSLOSCIENTISTSfocusesondevelopingscienceclubswhereayouthaged8-12enrollswithanadult(aparent,significantadultormentor).Eachyouth-adultpairordyadparticipatesinlearningandpracticingtheskillsofscientificinvestigationthroughvolunteer-facilitated,hands-oninquirybasedSTEMactivities.Dyadiclearningiscomplementedwithgrouplearningtocreateadynamicwhereknowledgeisco-createdandlearningismutual.Clubcyclesare8-10weekslong,eachwithaspecificcurricularfocus,anddyadscanandoftendochoosetocontinueformultiplecycles(withdifferentcurriculum).Clubsarefacilitatedbyatrainedvolunteerrecruitedforhis/herinterestinteachingsciencetoyouth.

4-HSLOSCIENTISTSexperiencescombinethebestpracticesininformalscienceeducationandpeer-reviewedSTEMcurriculummaterials. These are then implementedwithin a context of positive youthdevelopmentdesigned to createfocused,engaged,articulate,andenthusiasticsciencelearners.Theone-to-oneexperienceofayouthandadultexperiencingscientificdiscoveryiscentraltotheuniqueapproachtakenby4-HSLOSCIENTISTS.Thegoalistonotonlyincreasescienceliteracy,butalsotostrengthenthecapacityofyouthtoenvisionthemselvesasconfi-dent,competent,andengagedscienceinvestigatorsandfuturescientists.Anothergoalof4-HSLOSCIENTISTSistoincreasethequantityandqualityofyouth/adultcommunicationor“familydynamics,”bothaboutscienceand non-scienceexperiences.–Richard Enfield, University of California

Resources4-H Science 101 – this trainingguideprovides fourhoursofactivities thatwillhelp introduceyour staffand participants to the development, delivery, and assessment of 4-H Science programs. Available athttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

4-H Science Professional Development Toolkit –anonlinesetofresourcesandtrainingactivitiestobeusedbyyouthdevelopmentprofessionalsandvolunteerstopreparethemtosupport4-HScienceprograms.Includesthe4-HScienceChecklist,4-HScienceCompetencies,andExperientialandInquiry-BasedLearningMethodsin4-H Science. Available at http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.


http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/

Introduction“Tell me and I forget, show me and I remember, involve me and I understand.” – Chinese Proverb

Scienceis,byitsnature,inquirybased.Inquiryisanapproachtolearningthatutilizesdiscoveryandscientificthinkingprocessestoexploreandlearnknowledgeandskills.Inordertoachievethis,facilitatorsofinquirybasedlearningmustcreateanenvironmentrichwithexperiencesthatallowslearnerstoactontheirowncuriosity.Youthneedexperiencesthatwillstimulatetheirthinkingandprovokequestions(inquiry).Suchexperienceswillhelpdeveloplogicalthinkingabilities.

Formalscienceeducation isprimarily focusedupontransferofknowledge fromteacher tostudent.Teacher-centered learning usually incorporates a great deal of memorization. Inquiry, on the other hand, is learner centered.Inquiryrequiresactiononthepartofthelearner:asearchforinformation,apursuitofknowledge,theexplorationofphenomenainordertobetterunderstandtheworld.Provideyouthwithopportunitiestoexploreenvironmentsandparticipateinactivitiesdesignedtohelpthemdeveloptheirownunderstanding–ultimatelycreatingnewknowledgeforthemselves.Involvementleadstounderstanding!

Thus,inquirybasedlearningrequires:

• Learner-centeredness;

• Active,openquestioning;

• Opportunities for active investigations that include the acquisition of knowledge and skills through observingandmanipulating(mentallyorphysically)objects,phenomena,and/ornature.

Acriticalelementforscienceinquiryistheneed(orwant)tofindanswerstoquestionsorsolutionstochallenges.Scientistsarethefirsttoadmitthatengagingintheprocessofsciencediscoveryisnot a strictly linear pursuit. Scientistsdonotengageincookbookscience!Scienceprofessionalspracticeinquiry.Sciencediscoverybeginswithobservations,withasking“how”and“why”and“when”and“whatif”and“underwhatcircumstances.”Basicscientistsobservephenomena,askquestionsaboutwhattheyhaveobserved,andconductexperimentsinordertodeepentheirunderstandingoftheconceptorevent.Appliedscientistsarefacedwithachallengeandfollowasimilarapproachthatleadstodevelopmentofsolutionstotheproblem.

Allowingyouthtoengageininquirybasedlearningallowsthemtoexperiencesciencediscoveryandknowledgecreationtheway“real” scientistsdo!Providingyouthwithachallenge theywant tosolve is thefirst step inengagingthemininquirybasedlearning.Italsoallowsyouthtoenvisionthemselvesas“real”scientists–doing“real”science–TODAY!

Facilitatinginquirybasedlearningdoesrequireappropriatetraining(andoftenun-learning)inhowtobestguideyouthexperiences.Thegoodnewsisthatinquirybasedlearningshouldsubstantiallyreduceanyfearnon-sciencefacilitatorshaveabout“knowingtherightanswer.”Encouragefacilitatorstoembracetheconceptofco-learning

Inquiry Based Learning Approaches

withtheyouthtodiscoversolutionstochallengesanddevelopunderstanding.Facilitatorsshouldalsorecognizethattheinquiryprocesscanbeloud,messy,andattimeslengthy.Somepeople,especiallythosefromthefieldofformaleducation,mayfeelacertainlossofcontrolbecauseactivitiesdonotseemtoprogressina“cookbook”fashion.Reassurethemthatchaosdoesnotequatetoa“bad”learningexperienceaslongasyouthareengagedin the challenge at hand.

Thepurposeof this chapter is to sharepromisingpractices tohelpprogramplannersand facilitatorsunder-standandimplementsuccessfulinquirybased4-HScienceprograms.Alittlemorestructureandsupportmaybeneededthefirstfewtimesaninquirybasedlearningapproachisimplemented,butifdonewellfuturesessionswillrequirelessstructureandwillbecomemorelearnerfocused.Theresultsarewellworththeeffort,asyouthbecomemorecomfortablewithcreatingtheirownknowledgeandunderstanding.Thisisafoundationalskillthatwillservethemwellintheformaleducationsystem,aswellasthroughoutthecourseoftheirlives.

Promising Practices

Thepromisingpracticesfor Inquiry Based Learning Approachesaresubdividedintothreecategories:(a)ProgramPlanningandEvaluation,(b)Training,and(c)ProgramDelivery.

Program Planning and Evaluation

1. Read the chapter 4-H Program Design – 4-H Science Checklist.Thischapterprovidesfundamentalprogramplanningandevaluation informationrequired forsuccessful4-HScienceprograms.The informationcontained hereisspecifictodevelopingprogramsthatsupportinquirybasedlearning.

2. Utilize existing inquiry- and research-based science curricula. Curriculashouldsupportinquirybasedlearning,beageappropriate,andincorporateallcomponentsoftheexperientiallearningcycle,includingapplicationofwhatislearned.Itshouldbebuiltonapositiveyouthdevelopmentframework(Essential Elements of 4-H Youth Development).

• Take thetime to identify andprocure thehighest quality curriculumpossible, using the4-H Science Checklist as a guide (see 4-H Science Program Design – 4-H Science Checklist). Train facilitators to properlyuseselectedcurriculum(seeTraining Others to Deliver High Quality Science Programming).

• Usinginquirybasedcurriculahelpsfacilitatorsunderstandhowsciencehappens,andemphasizesthatscienceisabouttheprocessofthinkinganddoing,notjustlearningfacts.

• Inquiry based curricula such as robotics and other design challenges create authentic environmentswhereyouthmustworkinteamsandcreateanobjecttomeettheprescribedchallenge.

• Curriculathatarecompetitiveinnature(mayormaynotbeexplicit)willmotivateteamsofyouthtoworktowardasuccessfulsolution.

• Donotaskprogramstafforvolunteerstodevelopcurricula.Mostprogramstaff/volunteersdonothavethetime,experience,orknowledgenecessarytodevelopprogramlessonsandactivitiesthataresequen-tial,experiential,age-appropriate,research-based,supportinquiry,andsoforth.Forbestresultsutilizeexistinginquiry-andresearch-basedsciencecurricula.

3. Create programs that focus on the inquiry process. Thefocusofinquirybasedlearningisontheprocessofdoingscience,notsimplycompletingactivitiesorprojects.Theseprocesses(inquiry,observation,inference,

19Inquiry Based Learning Approaches

problem-solving,etc.)arethesamescientistsuseintheireverydaywork.

4. Limit the number of activities facilitators need to complete in a session.Again,thefocusisontheprocesses,nottheactivities.Planforampletimeaftertheactivityforyouthtoexplore,askquestions,sharethoughtsandinformation,reflect,andsoforth.

5. Use rich contexts. Targetexisting,ordeveloprichcontextsforlearningthatwillprovidelotsofopportunitiesforquestionsandexploration.Seekoutoff-sitelocationsthatareuniqueorthatwillencouragediscovery.Someurbanareasmayrequireaswitchfromviewingthelargerenvironmenttolookingatthemicro-envi-ronment.

6. Develop evaluation/assessment criteria, indicators, and data collection methods suited to the inquiry process. Programplanners and evaluatorsmay need to be creative in order to capture the spirit of 4-H Scienceprograms(e.g., focusonscience/inquiryprocesses,theEssential Elements of Positive Youth Development, foundationalskills,etc.).Perhapstheworstthingthatcanhappenregardingevaluation/assessmentisifthefacilitatorfeelshe/shemust“teachtothetest”soyouthcan“successfully”completeknowledge-basedas-sessments.Thisposesaveryrealdangerofstiflingtheinquiryprocess!

Training

Read the chapter Training Others to Deliver High Quality Science Programming.Thischapterprovidesanin-depthdiscussionofpromisingpracticesfortrainingstaffandvolunteerstodeliver4-HScienceprograms.

Program Delivery

1. Prepare the room/area for the activity. Space shouldbe separate fromother activities andaway from distractions,allowforeasymovementofthefacilitatorandtheyouth,includeaccesstoawhiteboard/flipchart,haveadequatetablesandchairs,andhaveallmaterialsreadilyavailable(seeNPASS2 in Resourcesbelow).

2. Provide a brief introduction to the activity. Keep the introduction short. Review the previous activity; introducethecurrentactivitywithastoryorscenarioandrelateittotheprioractivity.Thereisnoneedtoengageinapplicationatthistime(seeNPASS2 in Resourcesbelow).

• Divide youth into teams.Teamworkisanimportant lifeskilland4-HScienceAbility(see4-H Science Program Design – 4-H Science Checklist).

• Present the activity as a challenge. Provide youth with incentives and encouragement to solve the challenge.Theincentivecanbeaninexpensiveprize(4-Hwristband,pencil,etc.),orsomekindofsnack.

3. Engage often with youth teams.Monitoringandinteractingwiththeyouthisjustasimportantastheincentives.

• Walkaroundtheroom,getclosetotheirwork,askquestions,butdonotprovideanswers(andremem-bertherearenorightorwronganswers).

• Encourageyouthtothinkaboutwhattheyareobserving(reflection).

• Visiteachteamoftenforabout60secondsatatime(seeNPASS2 in Resourcesbelow).

4. Provide opportunities for youth to come together as a learning community. Breakoften(forabout5minutes)awayfromprojects/materials,todiscusswhatisworking,whatisn’tworking,andwhattheyhaveobserved.Recordobservationsonaflipchartorwhiteboard–donotjudgeorscreeninput.Allowyouthtodiscover


“answers”collectivelyasagroup(seeNPASS2 in Resourcesbelow).

5. Provide closure to the activity.Thefinaldiscussion(awayfromprojects/materials)shouldprovideasummaryof the session’sfindings,unresolvedchallenges,etc.Congratulateyouthon successes,andgive themanexcitingpreviewofthenextsession.Wrap-upearlyifnecessarytoensureyouthhavetimetoprocesstheactivitybeforeleaving(seeNPASS2inResourcesbelow).

6. Let youth create science words.Itisnotimportanttofocusonsciencevocabulary.Itismuchmoreimportantforyouthtodiscover/observewhatishappeningthantohavethe“right”wordforit.

7. Encourage the “opt outs” and “don’t wanna’s.” Encourageparticipationandlookforbehaviorstopraisetobuildconfidence.Giveyouthanopportunitytowarmuptotheidea,andbeparticularlysensitivetodevel-opmentalstageswhendecidinghowbesttoaddressthedifficulty.

• Focusonbuildingasafeandsupportiveenvironmentforallparticipantssotheycanhaveconfidenceintryingnewthings.

• Adoptan“alwaystry”codeofconduct,whichchallengesyouthtomakeaneffortevenwhenafraidoffailing.

8. Leave extra materials (afterschool and summer programs).Leaveenoughextramaterialssoafterschoolandsummerprogramstaffcanallowyouthtodoadditionalexperimentsbetweensessions.

Case StudiesArnett – Facilitating Outdoor Exploration at Adventure Central.AdventureCentralprogramstaffnoticedtheconnectionsbetweeninquirybasedandexperientiallearningacoupleofyearsago,andhavebeenworkingonincreasingtheintentionalinclusionofthosemethodsintotheprogram.Staffdevelopmentsessionshavebeenconductedaround inquirybased learning to introduce theconcept.Thesessions includeda tactic for lessonplansto incorporateat leastoneinquirybasedlearningactivityperweek.Thefocus isonhavingthe inquirybasedlearningactivityoccurinanoutdoorenvironment,whichtakesadvantageoftheprogram’suniqueset-tingwithina60-acrepark.Groupleaderspresenttothelargerstaffgroupwhattheydidfortheirinquirybasedlearningactivityatweeklystaffmeetingsandincludeobservationsandkeyquestionssharedbytheyouth.Staffdevelopmentisofferedatleasttwiceperyearoninquirybasedlearning,andinformalsessionsareheldthrough-outtheyeartoincludestaffhikes,creekexploration,andassortednatureplay.

Eachday,timeissetasideforyouthtochoosewhatkindofactivitytheywanttopursue,andthevastmajorityconsistentlychoosetogooutside.Youngeryouth(ages6-10)spendconsiderabletimeexploringtheareabydig-ging,catchinginsects,buildingstructures,andengaginginimaginativeplay.Theprogramencouragesdiscoverybyensuringtherearesufficienttoolsandmaterialsavailableforyouthtoengageinthediscoveryprocess.Pro-gramstaffinteractwithyouthandaskquestionsorprovidepromptsasneeded,buttypicallyplaymoreofanobserverrole,monitoringforsafetyandinclusionandlettingtheyouthtaketheleadintheirpersonaleducationprocess.Whenaninterestingdiscoveryismade,youthoftenseekoutareferenceresourcetolearnmore,orworkasagrouptoshareknowledgeonthesubject.–Nate Arnett, The Ohio State University

Bird – From Answer-Giving to Question-Asking: Breaking the Habits of Direct Instruction.Thishasbeenthemostchallengingelementofbringingtrulyhigh-qualityscienceexperiencestoyouth.Theconceptthatscienceisabouttheprocessofdiscovery–andjusthowtomakethathappen–isdifficultformostpeopletograsp.Thecommonneedtoassureyouthhavethe“rightanswers”leadsto“telling”morethanqualityfacilitating.Thisisespeciallyapparentwhentrainingafterschoolprogramstaff,andwhenteensarelearningtopresentthe 4-H YES


curriculum(fartoooftentheyaremodelinghowscienceistaughtinschools).Fortunately,theYEScurriculumisinquirybasedand,iffollowed,guidesthefacilitatorinquestion-askingasopposedtoanswer-giving.TeenswhofacilitateYESaretaughttheprocessesofscienceforprimary-agedchildrenandsee,duringtraining,howtheseelementshappenintheactivitiestheypresent.Whenusingothersciencecurriculaitismuchmoredifficulttohelpteen–andadultteachers–understandinquirybasedscience.AspartoftheOntheWildSidetrainingwedeliverasessiononthedifferencebetweendirectiveinstructionandnon-directiveinstruction.–Marianne Bird, University of California

Resources4-H Science Professional Development Toolkit –anonlinesetofresourcesandtrainingactivitiestobeusedbyyouthdevelopmentprofessionalsandvolunteerstopreparethemtosupporttheir4-HScienceprograms.Includesa sectiononExperiential and Inquiry-Based Methods in 4-H Science and Inquiry–Theory to Practice. Available at http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

Exploratorium’s Institute for Inquiry® –workshopsandfacilitatorguides(freedownloads)forthoseprovidingprofessionaldevelopmentinthepedagogyandpracticeofscienceinquiry.Availableathttp://www.explorato-rium.edu/ifi/workshops/index.html. Introductory informationonscience inquiry isavailableathttp://www.ex-ploratorium.edu/ifi/about/philosophy.html-includingfreedownloadsofWhat is Inquiry, Pathways to Learning, Inquiry Structure, and Inquiry Descriptions.

NPASS2 – National Partnerships for After School Science –includesbestpracticesforafterschoolscienceforscienceprojectleadersalongwithmanyotherinformalscienceeducationresourcesandprofessionaldevelop-menttoolsforOST.NPASS2isledbytheCenterforScienceEducationatEDC.Availableat http://npass2.edc.org/.




http://www.exploratorium.edu/ifi/workshops/index.html


http://www.exploratorium.edu/ifi/about/philosophy.html


http://npass2.edc.org/

IntroductionExcellent4-HScienceprogramsprovideyouthwithauthenticopportunitiestopracticeandsharenewknowl-edge,skills,andabilities.Authenticquitesimplymeans“real”–youthareengagedinfindingsolutionsto“real”worldproblemsandissues.Authenticopportunitiestopracticeandsharenewlyacquired4-H Science Abilities (see 4-H Science 101 in Resourcesbelow)increaseyouthunderstandingofhowscienceisrelevant“inreallife,”oftenthrough“ah-ha”momentsofdiscoveryorreflection.

Providingauthenticopportunitiestopracticeandshare4-H Science Abilities helps youth:

1. Masternewscienceabilitiesaswellasotherskillssuchasworkingingroupsandpublicpresentations;

2. Cultivate independence, as using science tools and abilities to address current problems helps them to envisionthemselvesasfuturescientists;

3. Developasenseofbelongingastheyworkwith like-mindedpeers,scienceprofessionals,andother membersofthesciencecommunity;and

4. Learntoshareaspiritofgenerositybyaddressingcommunityissuesandneedsusingscienceandtechnology.

Thepurposeofthischapteristohelpprogramplannersidentifyandincludeauthenticopportunitiesforyouthtopracticeandshare 4-H Science Abilities.

Promising Practices

ThepromisingpracticesforAuthentic Opportunities to Practice and Share 4-H Science Abilities are subdivided intofivecategories:(a)ProgramPlanningandEvaluation,(b)ProgramImplementation,(c)Mastering4-HScienceAbilities,(d)Service-LearningandCommunityInvolvement,and(e)TeachingandPresentations.


1. Read the chapter 4-H Program Design – 4-H Science Checklist.Thischapterprovidesfundamentalprogramplanningandevaluation informationrequired for successful4-HScienceprograms.The informationcon-tainedhereisspecifictoprovidingyouthauthenticopportunitiestopracticeandshare4-H Science Abilities.

2. Develop relevant programs.Designprogramsthatwillmeettheneedsandinterestsofurbanyouth.Relateactivitiestocommunityandworldissuesusingemergingtechnologiesasahookforengagingyouth(seealso4-H Program Design – 4-H Science Checklist).

3. Use experiential, developmentally appropriate research-based curricula that support the science inquiry process.RefertoInquiry Based Learning Approachesformoreinformation.

4. Make science fun and interactive. Ensureyouthhavetheopportunitytotouchandtryoutasmanyscience-relatedtoolsaspossible(microscopes,telescopes,labequipment,robots,GPS/GISunits,etc).Remindthe

Providing Youth Authentic Opportunities to Practice and Share 4-H Science Abilities

25Providing Youth Authentic Opportunities to Practice and Share 4-H Science Abilities

youththatthese“tools”aremorelike“toys”inthehandsofthescientistswhousethem–inthesamewaythatforscientists–“work”islike“play”becausetheyenjoywhattheyaredoing!

5. Recognize that youth can be scientists today.Planactivitiesthatallowyouthto“be”scientiststoday,andtoseethemselvesasscientiststomorrow.

• Youthshoulduse“real”toolsandinstrumentsandengagein“real”projects(e.g.,waterqualitymonitor-ing,GPS/GIScommunitymapping,etc.).Createaprogramnamethatincludestheword“scientist.”

• Useappropriatetitlesfortherolesthatgroupmemberswillundertake(e.g.,engineer,projectmanager,recorder,reporter,technician,materialscoordinator,etc.).Ensureeachgroupmemberhastheopportu-nitytoexperienceeachactivityandrole.

6. Include field trips to support learning objectives.Youthinterestandknowledgecanbeeasilyincreasedwiththerightfieldtrips.Fieldtripsshouldallowyouthtodomorethanjusttourthefacilities(passiveparticipa-tion).Incorporateaproject,activity,orshadowing/jobexperiencethatwillallowyouthtobemoreactiveand engaged in their learning.

7. Provide opportunities to expose youth to a variety of science careers.Guestspeakersanduniversity-basedsciencecampsaretwogreatwaystoshowcasethevarietyofcareersavailableinthesciences.

8. Include entrepreneurial projects where appropriate.Entrepreneurialprojectsthatmakethelearningrealandconnecttothecommunity,suchasmarketingplantsproducedthroughahydroponicsprogram,areidealformovingyouthbeyondwhattheyjustlearnedto“howisthisapplicable?”

9. Create issue, project, or theme based camp experiences. Allowyouthtoselectanissueorchallengeatthestartofthecampweek.Duringtheweektheywillresearchtheproblemanddesignasolution.Onthelastdayofcampyouthwillpresenttheirprojectsandfindings(seeMullens in Case Studiesbelow).

Program Implementation

1. Conduct orientation before and include reflection time after science projects. Orientation:Beforethepro-gram,letyouthknowwhatthey’llbedoingandwhy.Reflection:Aftertheproject,bringtheentiregroupbacktogethertodiscuss.Ensureadequatetimeforreflectionandselfexploration.

2. Allow youth to work in small groups.4-HScienceprogramsdeliver informalscienceeducationwithinthecontextofpositiveyouthdevelopment.Youthwillbeworkingingroupsofonekindoranotherfortherestoftheirlives.Scienceispracticedininterdisciplinary,multi-organizational,and/ormultinationalteams.Work-inginsmallgroupsallowsyouthtodevelopmasteryofteamskillsneededforthefuture.

3. Strive for the lowest facilitator-to-youth ratio possible.Toallowformaximumhands-onparticipation,includeasmanyadultorteenfacilitatorsperyouthaspossible.

4. Incorporate the use of science journals.Youthcanusejournalstorecordscientificobservationsanddata,butperhapsmostimportantly,youthcanrecordreflectionsand“ah-ha”moments.Thismayworkparticularlywellforyoungwomenwhoaremorecomfortablewithprivatereflectionthansharingingroups.Itisveryimportanttoprovidepersonalfeedbacktoyouththroughtheirjournals.

5. Give youth a science challenge, or make the activity a contest. Presentingyouthwithaproblemorchallengetobesolvedhelpsgetthemstarted,especiallyifthisisthefirsttimefortheprocess.Contestsraisethefunquotient!Providesimpleincentives.


Mastering 4-H Science Abilities

1. Provide opportunities for practice, repetition and problem-solving.Themoreyouthpractice,themore confidenttheywillfeelintheirabilities.

2. Hold skillathons regularly. Theyareagreatwayforyouthtopracticescienceabilitiesandwillalsomotivateyouthiftheyincludesomekindofcompetition.

3. Extend the learning to the home. Usecurriculathatprovideopportunitiesforyouthtoshareathomewhattheylearnedintheprogram.Providetake-homechallengesthatencouragepracticeinordertocontinuethelearningprocess.Alsoprovideparentswithfollow-upquestionstoasktheyouth.

Service-Learning and Community Involvement

1. Include service-learning projects.Service-learningprojectstiedtorealcommunityneeds(issue-basedpro-gramming)aregreatopportunitiestomakethe learningrealandconnecttothecommunity. Inaddition,serviceprojectsmoveyouthbeyondbeingfuturechangeagentstobeingchangeagentstoday!

2. Engage youth in citizen-scientist opportunities.Citizen-scientistprogramsexistinmanysciencefields.Youthcollectandreporttheirdataonline(e.g.,wildlifeinventory,precipitation,migrationpatterns,etc.)alongwithpeoplefromacrossthestate,region,country,oreventheworld.Thesedataarecompiledandusedbytheappropriatescientificagenciesororganizationstodiscoverregional,nationaland/orworldwidepatternsandtrends(seeseveralexamplesinResourcesbelow).

3. Provide opportunities for youth to design and implement personal research projects. Connectthemtosciencementors (e.g., community scientists,university scientists, etc.)whoarewilling toprovideassistanceand directionthroughprojectcompletion.

Teaching and Presentations

1. Arrange for youth to present service-learning project results.Ifyouthhaveworkedonaddressingauthenticcommunityneeds,therewillbebuilt-inaudiencesforprojectpresentationsamongappropriategovernment,civic,and/orenvironmentalagenciesandorganizations.

2. Provide opportunities for youth to facilitate and teach. Tocompletethelearningcycle,helpyouthsharetheirabilitiesandwhattheyhavelearnedwithothers.Engageyouthasteachers.Beingexposedtoinformationisverydifferentfrombeingexpectedtoteachittoothers.Possibleaudiencesincludeyoungeryouth,peers,parents,communitygroups,andsoforth.

3. Be alert for presentation opportunities.Themoreauthenticopportunitiesyouthhavetopresenttheirproj-ectsandfindings, themorecompetent theywill feel in theirknowledgeandpresentationskills.Possiblevenues include:

• Communityevents(e.g.,RecyclingAwarenessDay,EarthDay,sciencefairs,etc.);

• Conferences(e.g.,youth,school,professional,etc.);and

• Governmentagencies,scienceprofessionals,andotherinterestedcommunitymembers.


Case StudiesMoon – Developing 4-H Science Abilities Through Robotics.In2004,4-Hstartedapartnershipwiththe21stCenturyCommunity LearningCentersadministeredby theLocal InvestmentCommissionofKansasCity.Thispartnership ledto4-HAfterschoolroboticsprojectclubs inelementaryschoolsandexpandedintocollabora-tionswithtwohighschoolFIRST®Roboticsteams.ThemajorityofafterschoolstaffattheLINCsiteshavelimitedpost-secondaryeducationwith littletonoexperienceinprovidingsciencebasedprogramstotheafterschoolyouth.The4-Hafterschoolprogramsare focusedonschoolswithhighpopulationsofyouthwhoareunder-representedinSTEMfields.Themajorityoftheprogramswereconcentratedintheelementarygradesuntilthelasttwoyears.Thisyear,clubswereorganizedintheHickmanMillsandIndependencemiddleschoolsandtheLincolnPrephighschool.TheIndependence4-HRoboticsClubcompetedintheFIRST®LegoLeagueprogramandthetwohighschoolseachhaveFIRST®Roboticsteams.Theprimarygoalsofthe4-Hroboticsprogramarethreefold:(a)toprovideastructureforprovidingyouthwithprojectbasedexperientiallearningopportunitiesincareerareaswithstrongopportunities,(b)toimprovetheacademicsuccessofinnercityyouthinsciencerelatedsubjectareas,and(c)toestablishasupportsystemthatwillpreparepreviouslyunderperformingyouthtocom-peteforeducationalopportunitiesinmiddleschool,highschool,andcollege.TheafterschoolprogramsprovideLegoLeaguebasedprogramstwotothreeafternoonsaweektoyouthinafterschoolprogramsintheKansasCitymetropolitanarea.Summerprogramsfeature“camps”forroboticsandGPSwhichfeaturethe4-Hcurriculadevelopedby4-H(NebraskaGEARTECH)and/orprogramsbasedontheLegoLeaguetrainingfromtheCarnegieMellonsummer institutes.Thesummerprogramshaveallowed4-Htoexpandtopartnershipsoutsideoftheafterschoolprogramsoftheschoolyear.TheprimarypartnerisTheLocalInvestmentCommissionofKansasCity.WearealsomajorpartnersoftheFIRST® Lego League and FIRST®RoboticseffortsthroughtheUniversityofMis-souriKansasCityandKauffmanFoundation. –Leon Moon, University of Missouri

Mullens – Youth Wetlands Project Provides Service-Learning Opportunities. TheYouthWetlandsProjectisastatewideprogramcreatedtoprovidesciencebasedhands-onactivitiesandeducationalsuppliesatnocosttoeducators.Programcurriculumisdevelopedtohelpyouthgainanunderstandingofthefunctionsandvaluesofwetlandsandexplorestrategiesforsustainingtheseuniqueecosystems.Participatingeducatorsareencouragedtoteachthelessonsfromthecurriculummanualandconductrestorationprojectsandservice-learningactivi-tiesintheircommunity.Programmaterialsincludestructuredlessonplans,materialsusedtoteachlessons,andstep-by-stepprocedurestoactivities.TheprogramcurriculumisendorsedbytheLouisianaScienceTeachersAs-sociationandlessonsaredesignedtofollowLouisiana’sGradeLevelExpectations(GLE’s).Pre-andpost-testsarecompletedbyyouth,andtheresultsreflectincreasedknowledgeofmainscienceconcepts.

Opportunitiestoparticipateinwetlandrestorationprojectsareavailabletoteachersandyouththroughouttheyearinvariouslocationsacrossthestate.Participatingyouthhavehelpedwithvegetativeplantings,treeplant-ings,andinvasivespeciesremovals;constructedandinstalledwoodduckboxes;andassistedintrashbashes/beach sweeps.During the summermonths, youthareencouraged toattend four summer camps thatutilizeprogramcurriculumandprovidewetland-related,hands-onlearningactivities:(a)4-HCampGrantWalker,(b)LouisianaOutdoorScienceandTechnology(LOST)Camp,(c)MarshManeuvers,and(d)WildWoodsWanderings.–Ashley Mullens, Louisiana State University

Warner – Application of Science to Entrepreneurial Ventures in the Community.Buildingonover20yearsofresearchinhydroponics,CornellUniversityCooperativeExtension,NYC(CUCE-NYC),incollaborationwithCornellUniversity partners, developed Grow with the Flowcurriculum,ahydroponicgardeningproject.Thiscurriculum,togetherwithitsleader’sguide,outlinesahands-on,sciencebasedprogramtargetedto4-H,afterschool,andsummeryouththatintegratesmultiplesciencedisciplinesintoacomprehensivemodelthatusesinnovative,ex-


perientialactivitiestoteachscienceanditsapplicationtotherealworld.Theprocessofdesigningandbuildingahydroponicssystemandgrowing,harvesting,andsellingproducetoNYCmarketsprovidesyouthwithinquiry-based,hands-onexperiences.Topicscoveredincludeplantbiology,sustainableagriculture,environmentalandearthsciences,chemistry,physics,mathematics,ecology,computerscience,marketing,economics,aswellasthesocialimplicationsofscienceandtechnologyinrealworldsettings.TheGrow with the Flowcurriculumad-dressesmanystandardsinscienceeducationrecommendedbytheAmericanAssociationfortheAdvancementofScience(AAAS),theNationalResearchCouncil(NRC),andtheNewYorkStateEducationDepartment.–Philson Warner, Cornell University

Resources4-H Science 101 – this training guide provides four hours of activities that will help introduce your staffand participants to the development, delivery, and assessment of 4-H Science programs. Available athttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

4-H Service Learning Curriculum –sitesincludesinformationaboutthecurriculum,additionalresources,andalinktopurchasethethree-bookservice-learningseries.Availableathttp://new.4-hcurriculum.org/projects/ser-vicelearning/.

4-H There’s No New Water! Curriculum Page –includesinformationandadditionalresourcesonservice-learn-ing and Youth-Adult Partnerships. Available at http://www.4-h.org/resource-library/curriculum/4-h-theres-no-new-water/service-learning/.

Citizen Scientist Opportunities –thefollowingwebsitesarerepresentativeoftheincreasingopportunitiesforyouthandotherstoparticipateascitizenscientists–recordingandsharingdatawiththegreaterscientificcom-munity.AdatabaseofCitizenScientistopportunities,searchablebysubject,isavailableathttp://scienceforciti-zens.net/.

Community Collaborative Rain, Hail and Snow Network - http://cocorahs.org/.

Cornell Lab of Ornithology - http://www.birds.cornell.edu/citsci/.

NASA Science - http://science.nasa.gov/citizen-scientists/.

Project BudBurst - http://www.neoninc.org/budburst/index.php.

National Service-Learning Clearinghouse –awealthofinformationandresourcesonservice-learningandex-emplaryservice-learningprograms. Includesprofessionaldevelopment(conferencesandwebinars)andgrantopportunities.Availableathttp://www.servicelearning.org/.Asitedesignedforyouthisavailableathttp://www.servicelearning.org/youthsite.

School Gardening: Best Practices –aguidedevelopedaspartoftheLouisiana4-HSeedsofServiceSchoolGar-deningProgramwithsuggestedpracticesforstartingandmaintainingyouthgardeningprograms.Availableathttp://www.ext.colostate.edu/4_h/school-garden.pdf.


http://new.4-hcurriculum.org/projects/servicelearning/


http://www.4-h.org/resource-library/curriculum/4-h-theres-no-new-water/service-learning/


http://scienceforcitizens.net/


http://cocorahs.org/

http://www.birds.cornell.edu/citsci/

http://science.nasa.gov/citizen-scientists/

http://www.neoninc.org/budburst/index.php

http://www.servicelearning.org/

http://www.servicelearning.org/youthsite


http://www.ext.colostate.edu/4_h/school-garden.pdf

IntroductionIt isquitelikelythatthemostunder-appreciatedcomponentofhighquality4-HScienceprogrammingisstaffandvolunteertraining.Programplannersandfrontlinestaffusuallyhavehighhopesforprogramsuccess,butareoftendisappointedwhenoutcomesdonotmatchexpectations.Theculpritmaynotbeintheprogram’sde-sign,butinthelackofadequatepreparationforthoseanxiouslyengagedinprogramdelivery!Thiscanbeeasilyremediedbydevelopingtrainingprogramswiththesamecareandattentiontodetailthatgoesintotheprogramplanning process.

Perhapsthemostimportantreasontodevelopahighqualitytrainingprogramistoensurefidelity of implemen-tation.Fidelityofimplementationreferstohowwellprogramdeliverycorrespondstotheidealenvisionedbytheprogramplanner(orcurriculumauthor).Solo4-Hagentsoreducatorscannotpossiblyreachthelargenumbersofyouthinurbanareasbythemselves,sotheymustrelyheavilyonstaffandvolunteers.Thisiswhenfidelityofimplementationbecomesimportant.Itisafairlysimplematterforasingle4-Hprofessionaltodeliverprogramsinasimilarmanneracrossvariousvenuesandaudiences–butanothermatterentirelywhenseveralpeopleareresponsibleforprogramdelivery.Inaddition,thesheerdiversityofpotentialfacilitators(e.g.,4-Hcolleagues/peers,associatestaff,contractedstaff,contentrichvolunteers,teenagers,collaboratingafterschoolandsummerstaff,communityvolunteers,etc.)virtuallyguaranteestherewillbedifferencesinimplementation!

Thekey, therefore is toprovide training thatwillhelpprogramstaffandvolunteers implementcontent-rich,developmentallyappropriatescienceprogramsinasimilarmanneracrossfacilitators,audiencesandvenues.Intheserviceoffidelityofimplementation,itisimportanttomentionthatone-shottrainingdoesNOTwork.Toreiterate, one-shot training does not work!Itiscriticallyimportanttofidelityofimplementation,as well as youth outcomes,thatatrainingprogramprovidethecontinuous,ongoingsupportprogramstaff,volunteersand youth needforsuccess.

Thepurposeofthischapteristodetailpromisingpracticesfortrainingotherstodeliverhighqualitysciencepro-gramming.Thereare,howeverafewtrainingpracticesworthemphasizingatthispoint:

1. Makeitfun–futurefacilitatorswillmodelwhattheysee!

2. Useanexperiential,inquirybasedapproach–futurefacilitatorswillmodelwhattheysee!

3. Limittheuseofscientificterminology–futurefacilitatorswillmodelwhattheysee!

4. Focusonscienceprocesses–futurefacilitatorswillmodelwhattheysee!

Promising PracticesThepromisingpractices forTraining Others to Deliver High Quality Science Programming are subdivided into three categories: (a) ProgramPlanning–ProfessionalDevelopmentOpportunities,(b)ProgramDelivery–Profes-sionalDevelopmentOpportunities,and(c)SupportingandRecognizingProgramStaffandVolunteers.

Training Others to Deliver High Quality Science Programming

31Training Others to Deliver High Quality Science Programming

Program Planning – Professional Development Opportunities

IntheBeginning

1. Commit to providing program staff and volunteers with the continuous support and opportunities for profes-sional development required to sustain quality 4-H Science programs.Recognizefromthestartthatthelevelofprogramsuccesswillbedirectlyrelatedtothelevelofsupportprovidedtofrontlinestaffandvolunteers.

2. Ensure that staff and volunteers are well trained.Programstaffandvolunteersneedtofeelcomfortablewithallaspectsofproviding4-HScienceprograms–content and context.

• Providingon-going (overtime), comprehensive (content- and context rich)professionaldevelopmentopportunitiesiscriticalto4-HScienceprogramsuccess.

• Thismaybeespeciallytrueinanurbanprogramwherenewstaffmaynothavebeenexposedtopositiveyouthdevelopmentprogramsorprinciples.

3. Meet program staff and volunteers where they are.Programstaff/volunteerswillhavevaryinglevelsofex-perienceandskills.Theymayhaveverylittleexperience(orperhapsanegativeexperience)withscienceandmaywellhaveanxietyaboutdeliveringsciencecurricula.

4. Complete the “4-H Science Needs Pre-Assessment.”Programstaffandvolunteersshouldalsocompletetheinstrument.Thisassessmentwillrevealpersonalandorganizationalstrengthsandchallengestoimplement-ing4-HScienceprograms(see 4-H Science 101 in Resourcesbelow).

5. Encourage program staff and volunteers to complete the “4-H Science Competency Self-Assessment.” Thistoolwillhelpimprove4-HScienceprogramdeliveryandaidinstaffdevelopment(see4-H Science 101 in Resourcesbelow).

• Thisassessmentwillrevealstrengthsinandchallengestoimplementingthecorecompetencies.

• Reviewresultsindividuallywithstaff/volunteersandhelpthemsetpersonalgoals.

• Developtrainingmodulesbaseduponoverallresultstoaddressopportunitiesforimprovement.

6. Plan quality, professional training.Componentstoincludeintrainingswillbediscussedinmoredetail(seeWhat to Include in Trainingsbelow).Oftenpeopleequatequalitywitha“professional”lookandfeel.The followingtipswillaidinincreasingtheprofessionalismoftrainings:

• Requestpre-registration.Assignsomeonetostaffasign-intabletheday(s)ofthetrainingtocheckpeo-plein,handoutnamebadgesandpackets,andansweranyquestions.Materialsshouldbedisplayedinanorderlymanner,andthetableshouldbemannedatleast30minutespriortoprogramstart.

• Provide informationpackets(folders) forparticipantstouseduringthetraining(agenda,worksheets,notepaper),andincludeanytake-homehand-outs,supplylists,directions,andsoforth.

• Useprintednamebadgesandhavecertificatesofcompletionforeachparticipant.

• Createappealingcollateralmaterials(flyers,forms,agendas,hand-outs,etc.)thatshout“professional!”Usewhitespaceforemphasis.Eliminatetheuseofclipartandwordart.Usehighquality,21stcenturygraphicimages.


• Beginandendontime.Beginandendontime.Beginandendontime!

• Provide(andfollow)anagenda.Itisnotnecessarytoprovidetimes(otherthanstartandend).Thisallowstrainersto“gowiththeflow”accordingtoaudienceneeds.

• Bringatleastoneassistantwheneverpossible.Thiswilldependuponthesizeandscopeofthetraining.Multidayfunctionsthatincluderefreshmentsandmealswillrequireatleasttwoassistants,onetocoor-dinatefoodserviceandonetoassistinthetraining.Itisbettertoarriveover-staffedthanunder-staffed!

7. Adopt (or adapt) the National Partnerships for After School Science (NPASS) model for training 4-H Science program facilitators.Thismodelprovidesoutstandingsupportforfacilitatinginquirybasedlearningactivities(see NPASSinResourcesbelow).

8. Subsidize professional development opportunities.Usegrantorothersoftmonieswheneverpossibletosub-sidizeatleastpartofthecostofthetraining(e.g.,2-dayinstitutes,full-daytrainings,in-services,workshops,etc.).Prospectivetraineesmayormaynothavethefundsfora100%fee-basedmodel.Thegoalistoreducebarrierstoentryasmuchaspossibleinordertoincreasethequalityof4-HScienceprogramsaswellasthenumberofyouthserved.

WhattoIncludeinTrainings

9. Include the following topics in the initial, as well as on-going trainings. Thesetopicshavebeenidentifiedas“critical”forsupportingprogramstaffandvolunteerspriortoandduringprogramimplementation.Topicsfocusondeliveringsciencecontentintheappropriatepositiveyouthdevelopmentcontext.Thisiswhatsets4-HScienceapartfromotherformalorinformalscienceeducationactivities!

Critical Training TopicsThese topics are important regardless of staff/volunteer background and/or experience. Content Context

a) Inquiry based learning (4-H Science Checklist)

b) Experiential learning model (4-H Science Checklist)

c) 4-H Science Abilities (4-H Science Checklist)

d) 4-H Science Checklist*

e) 4-H Science Logic Model* (include program assessment/evaluation)

f) 4-H Science Core Competencies (Essential Elements of 4-H Youth Development)*

g) Program curriculum (project kits, materials, tools, etc.)

h) Ages and stages (developmentally appropriate practices)

i) Group management

*See 4-H Science 101

33

a) Inquiry based learning:Mostprogramfacilitators,regardlessofbackground,willneedtrainingtosupporttheinquirybasedlearningapproach.Itiscrucialthattheyunderstandandbecomecomfortablewiththeprocessoffacilitatinginquiry(asopposedtomerelytransferringinformation)(seechapteronInquiry Based Learning Approaches and the 4-H Science Professional Development Toolkit in Resourcesbelow).

b) Experiential learning model:Whileaninquirybasedapproachdoesincludecomponentsofexperientiallearning, it does notspecificallyaddressapplicationandcommunityengagement(seethe4-H Science Professional Development Toolkit in Resourcesbelow).

c) 4-H Science Abilities:Theseabilitiesareincludedinthe4-H Science Checklist.Exposuretoandmasteryoftheseabilitiesisimportantforincreasingfoundationalscienceskills(see4-H Science Program Design – 4-H Program Checklist).

d) 4-H Science Checklist:Thechecklistoutlinessevencomponentsof“ScienceReady”programs.Staffandvolunteersshouldusethechecklistperiodicallyasaself-checkforprogramimplementation(seealsoAppendix I – Make a Better Pinwheel: Review and Share in 4-H Science 101 in Resourcesbelow).

e) 4-H Science Logic Model: Breakthemodeldownintobite-sizedsectionssoasnottooverwhelmtrainees.Focusespeciallyonoutcomes(see4-H Science 101 in Resourcesbelow).

f) 4-H Science Core Competencies: Ideally, the4-H Science Core Competencies Self-Assessmentwas completedinadvanceofplanninginitialtrainings.Duringtrainings,focusuponareasthatneedstrength-ening.Administersubsequentassessmentsaspartofon-goingtrainingssotraineescantracktheirde-velopment.Includeideasonhowtostrengthen/implementcompetencyareas(see4-H Science 101 in Resourcesbelow).

g) Program curriculum: Modelingthecorrectuseofprogramcurriculumisimperative.Whenplanningthetrainings,plantofacilitatelessons/activitiesthewaytheyshouldbeimplementedwithayouthaudience(formoreinformationseeProgram Delivery – Professional Developmentbelow).Alsodemonstratetheappropriateuseofprojectkits,materials,tools,andsoforth.

h) Ages and stages: Moststaff/volunteerswillbenefitfromatleastarefreshercourseondevelopmentallyappropriatepractices.Donotassume,howeverthatpeoplewhoarealreadyinvolvedwithyouth(as-sociatedwitheducationoryouthservingorganizations)arefamiliarwithdevelopmentallyappropriatepractices.Ifusingteen/adultfacilitatorteams,considerincludingYouth as Partners trainingaswell.

i) Group management: This isespeciallyuseful forpeoplewhoarenotcomfortablewith facilitatingorworkingwithmorethanacoupleofyouthatanyonetime.

10. Include video vignettes of program facilitators in action.Allowtimefortraineestodiscuss/critiquewhatdoesordoesnotworkinthevideo.Thefacilitatorsinthevideosshouldnotbeknowntothecurrentaudience–ifnecessaryarrangetoborrowvideofromcolleaguesinothercountiesorstates.

11. Include opportunities for trainees to facilitate an activity or project as part of the training.Thisisalsoknownasa“teachback.”Thiswouldbedoneontheseconddayofaninitialtwo-daytraining,oratanytimeinsub-sequenttrainings.

12. Include opportunities to discuss and process different presentation and facilitation methods. This is quite


helpful, so traineescanunderstand thedifferencesbetween lecture,demonstration,guided inquiry,andopen inquiry.Usethelearningmoduleinthe4-H Science Professional Development Toolkit (see Resourcesbelow).

13. Include time for reflection.Traineeswillneedtimetoprocesseverythingtheyarelearning.Besuretoincludeampletimefordiscussionandreflectionthroughoutthetraining.Allowingthetraineestimetoreflectwillhelpthemremembertodothesamewhentheyfacilitatetheprogramswithyouth.

FrequencyandTiming

14. Provide regular professional development opportunities for facilitators.Periodicin-servicetrainingsfornewandexperiencedfacilitatorsareveryhelpfultotheirsuccess,andtomaintainingfidelityofimplementation.Conductmultiplesessionsandincludelearningactivitiestosupportcontentandcontext.Encourageexperi-encedfacilitatorstoassistinthetrainings.Regulartrainings:

• Allowprogramstaffandvolunteerstobuildpartnershipsandrelationshipswitheachotherandthetrainer(s).

• Provideon-goingopportunitiesforfeedback,problem-solving,encouragement,praise,andsupport.(seealso Personal and Resource Support for Facilitatorsbelow).

• Facilitatedevelopmentofacommunityofpractice.Partnershipsandrelationshipsarebuiltovermultipletraining sessions.

15. Plan multiday trainings. Donotbeafraidtoaskstaffandvolunteerstocommittoatwo-day(orlonger)train-ing,especiallywhen launchinganewprogramorworkingwithnewpersonnel.Atwo-daytrainingallowsformorereflection/processingtime,andfacilitatestheinclusionofteach-backsaspartoftheprofessionaldevelopmentexperience(see Item #11 above).

16. Offer trainings to complement program implementation. Provideaonce-a-monthseriesoftrainingstointro-ducemultipleprojectsinacurriculumandtoreinforcepositiveyouthdevelopment(PYD)principles.Thisal-lowsthefacilitatorstoreceivethetraininginformationandimplementtheprojectsoverthefollowingweeks.Thetrainingshouldcoverthecurriculumthatwillbeusedforthatmonth,andfacilitatorsshouldreceivethecorrespondingmaterialskitatthattime.

Program Delivery – Professional Development Opportunities

1. Include teens on your training team. Trainingsare theperfectvenue formodelingyouthaspartnersand demonstratingteamfacilitation.Thisapproachisespeciallyeffectiveforuseintrainingsthatincludenewteenfacilitators,asthenewtraineesgettoseeexperiencedpeersinaction(seealsoStaffing with Teenagers and Teens as Cross-Age Teachers).

2. Utilize experienced facilitators as trainers. Experiencedfacilitatorsbringauniqueperspectivetothetrainingsandcanrespondtospecificquestionswithauthority.Theyalsooffertipsforhandlingalltypesofsituationsthatariseduringprogramsessions.

3. Allow time to model a typical science activity or project.Theimportanceofmodelinginquiryaspartofthetrainingcannotbeoverstated.Traineesneedtoexperiencetheprocess themselves tobetterunderstandhowitlooksandfeels.

• Duringthesession,deliveractivitiesfromthecurriculumasiffacilitatingtotheyouthaudience.

• Donotstepoutofcharacterornarratethatprocess–justdoit!Teaching“tips”canbedeliveredattheend.


• Allowingfacilitatorstoexperiencetheprojectforthemselvesencouragesthetrueexcitementoflearning.

4. Address the science fear factor. Perhapsthebiggestfearprospectivefacilitatorshaveregardingsciencepro-grammingisthattheywill“do”itincorrectly,orthattheywillnothavethe“right”answer.Reiteratethatit is okay (even desirable) not to have all the answers–thebestfacilitatorsdonotprovideanswers–theypro-videexperiences!Focusstaff/volunteersontheprocessofsciencediscovery(inquiry),andonhelpingyouthdevelopandpractice4-H Science Abilities.

5. Remind trainees often that they are “co-learners” with youth.Programstaff/volunteersmustbewillingtoexploreandlearntogetherwithyouth.Thisprinciplecanbeespeciallydifficultforstaff/volunteerscomingfromtheformaleducationsystem.Onewaytocircumventthetendencyforfacilitatorstowanttoprovideanswers(transferofknowledge)istoengageyouthin“real”community-basedprojectsthatdonotyethaveasolution(sciencediscovery)!

6. Remind trainees that the goal is to help youth develop an interest in science and to begin thinking like scientists. Itismuchmoreimportantforyouthtodiscover/observewhatishappening,andprocessitintheirownterms,thanforthemtobestifledbecausetheydonotknowthecorrectscientificvocabulary.Encour-agetraineestoletyouthmakeuptheirownsciencewordstoexplaintheirobservations(e.g.,“uppybit,”lawofconservationof“oomph,”etc.).

7. Help facilitators see youth as scientists doing science.Theuseofappropriate,inquirybasedcurriculumwillreinforcethisconcept,aswillencouragingfacilitatorstoprovideyouthwithopportunitiestoengageinau-thentictasks(e.g.,GPS/GIScommunitymapping,waterqualitytesting,etc.).Remindthemthattheyoutharemorelikelytoseethemselvesasscientiststodayiftheyaretreatedlikescientists- today!

8. Stress the importance of the teaching environment when delivering informal science education. Learner understandingandcomprehensionwillincreaseifyoutharephysicallyandemotionallycomfortableintheeducationalsetting.Advisefacilitatorstochooseactivitiesandteachingstrategiesthatcomplementboththesetting(e.g.,indoororoutdoor,tablesandchairsorjustchairs,morningorevening,etc.)andtherelation-ships(e.g.,familiarwitheachotherornot,mandatedtobepresentorvoluntary,etc.).

9. Remind facilitators it is okay not to complete all activities during a session.Again,thefocusisonthe processes,nottheactivities.Facilitatorsshouldallowampletimeduringandaftertheactivityforyouthto explore,askquestions,sharethoughtsandinformation,reflect,andsoforth(seealsoItem #3 under Program Planning and Evaluation in Inquiry Based Learning Approaches).

Supporting and Recognizing Program Staff and Volunteers

1. Build relationships with program staff and volunteers.Aconnectionwiththosewhoaredeliveringthepro-grammeanstheyaremorelikelytoaskforassistancewhenhelpisneeded.Apersonalknowledgeofpro-gramstaff/volunteerneedswillhelpinformthekindsofsupportandprofessionaldevelopmentopportuni-tiesprovidedtothem.

• Bepositiveandaffirming.Providelotsofencouragement.Reiterate Item #4 under Program Delivery – Professional Development Opportunities above.

• Remindstaff/volunteersperiodicallyofthebenefitsoftheircontributions.Allvolunteersarevital,how-eversomemaynotrealizehowmuchtheirinputmakesadifference.

2. Allow new facilitators to progress from trainee to trainer over time. Ideally,amodeltrainingprogramwill


allowfacilitatorstodeveloptheirskillsinastructured,supportiveenvironment.

• Followinginitialorientationandtraining,anewfacilitatorshouldattendaprogramsessionasapartici-pant-observer.

• Afterthenewfacilitatorhasattendedtheprogramasaparticipant,she/heshouldbeteamedwithanexperiencedfacilitatortoco-facilitateaprogramsession(seealso Item #3below).

• Afterthenewfacilitatorhasco-facilitatedaprogramsession,he/sheleadshis/herownprogramsession.

• As the final step in the process, the not-so-new facilitator is ready to train others in future training sessions,andco-facilitatewithormentornewfacilitators(seeEnfield in the Case Studiesbelow).

3. Partner new and inexperienced facilitators with experienced facilitators. Thishasproventobeanexcellentmethodforfurther“on-the-ground”trainingofnewfacilitators.Experiencedfacilitatorsactasrolemodelsandmentors.Thispairinglessensanxietyingeneral,andhelpstoeffectivelydealwithquestionsfrompro-gramparticipants.Theseasonedfacilitatormayalsohelpassesswhetherthenewtraineeisontherighttrackandcaninterveneearlytohelpextinguishunwantedhabits,whilefosteringpositivetechniques.

4. Follow-up coaching and “checking-in” is important. Periodicallymeetwithfacilitatorstoascertainhowtheyarefaring,andtoreviewcurriculumandactivitieswiththem.Facilitatorsshouldnotbeleftontheirownforlongperiodsoftimewithoutstaffcontact.

• Conductfieldobservations,andprovidefacilitatorswithfeedbackregardinginquirybasedlearningef-fectiveness.

• Useanobservationtool(e.g.,NPASS2 Afterschool Site Observation Form, see Resourcesbelow)inordertoprovidespecificfeedbackandsupport.

5. Provide opportunities for inexperienced staff and volunteers to shadow experienced staff facilitating a program. Peoplemodelwhattheysee,soifatallpossiblefindwaystoincorporateshadowingintoacomprehensivetrainingprogram.

6. Create a learning community to support program facilitators.Fostersharingamongfacilitators.Providethemwithadequateopportunitiestopracticeteachingeachotherforimmediatefeedback.Usetechnology(e.g.,e-mail,blogs,conferencecalls,etc.)tocutdownontravelexpensesoflearningcommunitymembers,andhelpthembecomeimmediatelyaccessibletoeachotherforsupportandproblem-solvingaroundprogram-mingissues.

7. Provide access to appropriate 4-H Science and inquiry based learning resources. Sometimesprogramfacilita-torsmayneed/wantadditionalmaterialstosupportthecurriculumprovided.Helpthemlocatehighqualityresourcesbasedontheprogram’seducationalgoals.Ensurethefacilitatorunderstandshowtoeffectivelyusetheseresources“asis”oradaptthemtomeettheirspecificprogramneeds.

8. Provide materials kits at the training, along with lists for consumable items. Thiswillreduceamajorbarrier to implementation,as staffandvolunteer facilitatorsmayormaynothave thetimeor the resources topulltogethermaterialsneededforprogramimplementation.Providingthesamematerialstoallfacilitatorsalsoincreaseschancesforfidelityofimplementation.Instructionforusingthekitsshouldbecoveredinthe trainings. Use inexpensive and readily available materials to keep costs to the implementation sites at aminimum.

37

9. Recognize successes within a reasonable timeframe after program completion.Assesstheimpactofapro-gramshortlyafterprogramcompletiontoshowthoseinvolvedtheeffectsoftheircontribution(s).

• Asmallrecognitionshouldbeimmediateandinformaltoprovidesomeneededfeedback.

• Manyprogramshaveanannualorbi-annualvolunteerawardsceremonywhichmakesforanicerevent,butthismaydelayrecognition.

• Providerecognitiontoprogram/collaboratingstaffby includingtheminawardnominations,programshowcases,pressreleases,andsoforth.

10. Recognize and reward program volunteers regardless of the type of service. All volunteers should receive the yearpinsandcertificatesthattraditional4-Hvolunteers(clubleaders)receiveandshouldbehonoredattheannual4-HAchievementNightforserviceyears.Theyshouldalsobeeligibleforallotherformsofrecogni-tionandincentivesofferedto4-Hvolunteerleadersandfacilitators(e.g.,scholarshipstoattend4-HConfer-ences,invitationstoco-presentatmeetingsandnationalconferences,nominationsforStateandNationalLeaderAwards,profilesinthelocalmediafortheircontributionstoyouthandfamilies,etc.).

Case StudiesBird – Increasing Staff and Volunteer Confidence and Competence for Success.Eachyear4-Htrainsroughly30to60teensandadultcoachesinthe4-H Youth Experiences in Science (YES)Program,25-35teensandadultsas4-HOntheWildSidestaff,and20SacramentoSTARTprogramleadersinthe4-HWaterWizardsProgram.Train-ingscontainavarietyofelements.Allincludematerialoninquirybasedteachingandtheprocessesinvolvedindoingscience.ForYESandOntheWildSide,teensandadultslearnaboutworkingwithyouth.Whenprojectsrequireteensandadultstoworktogether,sometimestheyarealsotrainedinyouth-adultpartnerships.

Inallinstances,thetrainingsarehands-on.Participantslearnthroughactivities,discussion,experiencingcon-cepts(liketheprocessesinscience),anddemonstratingwhatthey’llbeteachingtoyouth.PowerPointisneverused!Scienceisaboutdoing,sothatkindofteachingismodeled.Sometraineeshavenegativefeelingsaboutscience.Somearescaredorunsurethattheyarecapableofteachingit.Somepeopleareoverconfidentandlackbackgroundinhowandwhattopresent.Sciencedoesnotfeelaccessibleforsome;it’sseenassomethingcom-plex.Inordertoreachurbanpopulations,traineesneedtoseethattheycan,indeed,doscience,thatitrequiresnothingmorethanamindset,andthatitcanbeenjoyable.Trainingevaluationsandobservationsindicatesuc-cessinhelpingparticipantscomeawayfromthetrainingswiththreethings.First,participantsbetterunderstandtheprocessofscience.Secondly,theyfeelmoresecureinthecontentareathey’llbeteaching.Andthirdly,theyfeelasenseofconfidenceandenjoymentintheteachingprocess.-Marianne Bird, University of California

Edwards - Building Capacity for 4-H Afterschool Success. JacksonCounty4-HAfterschoolisfocusedonprogramdeliverythroughcontractedstaffmembersandvolunteers.ThelargestprogrameffortsareundercontractwiththeLocalInvestmentCommission(LINC),themajorproviderforafterschoolprogramsintheKansasCityarea.Thiscontractisfundedthrougha21stCenturyCommunityLearningCentergrant–providingfundingforsix4-Hassociatestaffmemberstodeliverinformaleducationprogramsat11afterschoolsites(reaching600afterschool4-Hmembers).4-Halsoprovidesleadershipfortrainingandimplementationof4-HSciencefortheseandothersites.Successfultrainingshaveincludedmultipledeliverymethods.Baselinetrainingsareprovidedintheareaofpositiveyouthdevelopment.In2010,withsupportfromtheNational4-HCouncilandMetLifeFoundation170afterschoolprovidersfrom11schooldistrictsattendedaday-longPowerUP!YourAfterSchoolProfessionalDe-velopmentInstitute.PowerUP!sessionsprimarilyfallintothreeareas:(a)informalscienceeducationprinciples,(b)positiveyouthdevelopment,and(c)projectbasedlearning(includingAerospace,GPS/GIS,andNPASS2cur-

ricula).ThemonthlytrainingscheduleincludesGreatScienceforGirls(12hours),NPASS2(9monthly-3hourses-sions), 4-H Wonderwise,andAfterschoolUniverse(8hours).“Learnbydoing”facilitation,conducivescheduling,andcertifiedtraininghoursarekeystoJacksonCounty4-HAfterschooltrainingsuccess. -Beth Rasa, University of Missouri

Enfield – Progressive Responsibility and Peer Support for 4-H Science Facilitators.All4-HSLOSCIENTISTSfa-cilitatorsparticipate inhands-onorientationandtrainingthat reinforces thekeycomponentsof the4-HSLOSCIENTISTSinstructionalmodelandtheuseof4-HSLOSCIENTISTSmaterials.AgoalofthefacilitatortrainingistoenhancefidelitytoSLOSCIENTISTSprinciplesofconstructivisteducationusedbyinquiringyouth/adultteamsinthenumeroushands-oninquirybasedexperiences,aswellashowthisallfitstogetherinaframeworkofpositiveyouthdevelopment.Itiscriticaltotrainpotentialfacilitatorsininquirybasedlearningbeforetheybeginfacili-tatingtheirfirstSLOSCIENTISTSsession.Thetrainingsessionneedstomodelinquirylearningapproaches,offernumerousopportunitiesforhands-onpracticewithactivities,andincludeampletimeforreflection.Questioningtechniques,includingopen-endedvs.closedquestions,isalsoimportanttoaddressintheinitialtraining.

Training strategies include regular opportunities for reflection and improvement. In addition, peer-facilitatorassistancehelpstofurtherreinforcefidelitytothemodel.Afterinitialorientationandtraining,facilitatorsfirstattend4-HSLOSCIENTISTSsessionsasparticipantobservers,thenassistexperiencedfacilitatorswithsessions,thenleadtheirown4-HSLOSCIENTISTSsessionswithexperiencedfacilitatorsassistingthem,andfinallyleadtheirowngroupsessionsof4-HSLOSCIENTISTS.Reflectionandmentoringtoimproveskillsandensurethein-corporationofpositiveyouthdevelopmentconceptsisanongoingprocessthroughouteachstepofthetrainingmodel.Thisallowsthefacilitatorstohavetheexperienceoflearningbydoingthroughtheirowncontinuity,in-teraction,andreflection.Thistrainingstrategy,employedfromthestartofthe4-HSLOSCIENTISTSprogram,hasshownitselftobeveryeffectiveinpreparingvolunteersforserviceas4-HSLOSCIENTISTSfacilitators.-Richard Enfield, University of California

Warner – Multiday Training, Ongoing Technical Assistance, and Site Visits.CornellUniversityCooperativeEx-tension4-HinNYCinpartnershipwiththeNewYorkCityDepartmentofYouthandCommunityDevelopment(NYCDYCD),CornerstoneHydroponicsScienceEducationFoodProductionAfterSchoolandSummerProgramtrainsthetwoCornerstoneProjectstafffromeachofthe25CornerstonesitesthroughoutNYC’sfiveboroughs,in the Grow with the Flowcurriculumforthreefulldays.This24-hourcoretrainingissupplementedbytechnicalassistanceduringthewinter,spring,andsummerduringimplementation,andissupplementedbyobservationsandon-sitecoaching.Participationinthethree-daytrainingiscriticaltotheprogram’ssuccess.Eachofthetensessionsincludesbackgroundinformationforgroupleaders/educatorsandactivitiesforyouth.Thisinformation,presentedinaconciseandeasilyunderstoodmanner,servestwopurposes:(a)ithelpsclarifythefacilitator’sunderstandingofthescientificprinciples,and(b)itcanbeusedasanoutlineforteachingyoungpeople.Youthareprovidedwithseedstogrowediblecropssuchasbasil,Chinesecabbage,andlettuce,whileexploringfunda-mentalconceptsinappliedandbiologicalsciences,technology,andenvironmentalstudies.

TheGrow with the Flow curriculumcanbe supplementedandexpandedwith curriculumelements from thelargerHydroponicsLearningModel.TheHydroponicsLearningModelcurriculumconsistsofover30sessionsthathelpthefacilitatorandyouthdesign,implement,andmonitornutrientdripflowtechnique(NDFT)hydroponicssystemssuchasthatexploredintheGrow with the Flowprogram. -Philson Warner, Cornell University


Resources4-H Science 101 – this training guide provides four hours of activities that will help introduce your staffand participants to the development, delivery, and assessment of 4-H Science programs. Available athttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

4-H Science Professional Development Toolkit – anonlinesetofresourcesandtrainingactivitiestobeusedbyyouthdevelopmentprofessionalsandvolunteerstopreparethemtosupporttheir4-HScienceprograms.Includessectionsonthe4-HScienceChecklist,4-HScienceCompetencies,ExperientialandInquiry-BasedLearn-ingMethods in4-HScience,RecruitingandDeveloping4-HScienceContentRichVolunteers,RecruitingandDevelopingTraditionalVolunteers in4-HScience,ToolsandResources for4-HScienceProfessionalDevelop-ment,andCommunitiesofPractice.Availableathttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

Afterschool Training Toolkit - research-basedpractices,sample lessons,videoexamples,andresourcesto support academic enrichment in afterschool settings. Available at http://www.sedl.org/afterschool/toolkits/index.html.

Guide to Professional Development of Out-of-School Science Activity Leaders -thetoolsandarticlesprovidedheredescribeamodel forhowtoengageout-of-schoolactivity leaders inprofessionaldevelopmentaround science and engineering activities for youth. Basedon a successfulNSF-fundedprogram called theNationalPartnerships forAfterSchoolScience (NPASS), itdescribesanapproach toout-of-schoolprogrammingwherescienceiscomplementarytowhathappensinschool,andtheactivitiesandprojectsusedwithyouthareacces-sibletomostprogramleaders.Availableathttp://ltd.edc.org/resource-library/guide-professional-development-out-school-activity-leaders.

NPASS2 – National Partnerships for After School Science –includesbestpracticesforafterschoolscienceforscienceprojectleadersalongwithmanyotherinformalscienceeducationresourcesandprofessionaldevelop-menttoolsforOST.NPASS2isledbytheCenterforScienceEducationatEDC.Availableathttp://npass2.edc.org/. TheNPASS2AfterschoolSiteObservationFormandaScienceTrainerReflectionFormareavailableathttp://npass2.edc.org/forms-and-tools-data-collection-and-feedback.



http://www.sedl.org/afterschool/toolkits/index.html



http://npass2.edc.org/forms-and-tools-data-collection-and-feedback


IntroductionCreatingpartnershipswithlike-mindedorganizationscanberichlyrewardingforeveryoneinvolved.Asolidpart-nershipeasilydoubles(ormore)the“sumofitsparts.”Strongpartnersshareresources,complementorsupporteachothers’strengthsorweaknesses,andseechallengesasopportunitiesforgrowth.Sustainable4-HSciencepartnershipshavegoodcommunicationnetworks,distributerewardsandrecognitionequitably,andultimatelyareabletoincreasethenumberofyouthreachedwithhighquality,4-HScienceprograms.

Thereareseveralcritical“overarchingprinciples”thatapplytosustainablepartnershipsregardlessofthetypeofpartnerorganization(e.g.,afterschoolproviders,universities,sciencecenters,etc.).Thissectionintroductiondiscussesseveralprinciplesthatwillenhanceprogrampartnershipdevelopmentandsustainability.

Overarching PrinciplesSustainable partnerships start with self-reflection.

1. Begin with the end in mind.Haveavisionforwhereurban4-HScienceprogrammingwillbein3-5years,baseduponstatewidestrategicplanningdocumentsaswellascurrentandprojectedcommunityneeds.Beconcreteinstatingfutureprogramminggoals(e.g.,numberofyouthserved,typesofprogramofferings,ven-ues,idealpartners,etc.).Committobecoming(orremaining)a“4-HScienceReadyProgram”(seealso4-H Science Program Design – 4-H Science Checklist).

2. Ascertain the informal science education needs (met and unmet) of youth in the community. Look at resources (humanandmaterial)thatareavailable,orneeded,tomeetthoseneeds.Assessorganizationalandcom-munitycapacitytosupportscienceprogramming.Decideifformingapartnershipisthemosteffectivewaytomeetthoseneeds.

3. Identify the appropriate niche for 4-H Science programs.Theideahereisnottocompetewithother organizations,buttomeetneedsthatarecurrentlyunmet.

4. Assess current programmatic strengths, opportunities, and challenges.Takeinventoryofthecurrentstateof4-HScienceprogramming.Knowwhatisworking,andwhy.Beawareofopportunitiesforcreatingnew partnerships,acquiringfunding,andsoforth.Seektodiscovertheunderlyingcausesofanychallenges.

5. Know what is needed for successful 4-H Science programs.Anaccurateassessmentoftheresources4-Hisabletoprovide,aswellaswhattheprogramneeds,shouldguidenegotiationswithapotentialpartner.Forexample,if:

• 4-Hdoesnothavetheresourcestostaffaprogram,thepartnercanbeaskedtoeitherallowtheirexistingstafftotakeonthatroleorassist4-Hinrecruitingandfundingadequatestafftodelivertheprogram.

• Scienceequipmentandsuppliesareanissue,partnersneedtoworktogethertosecurenecessarymaterials.

Overarching Principles for Sustainable Partnerships

6. Ascertain the roles suitable for 4-H before entering into a partnership. Thinkaboutwhatmakesthemostsensefor4-Hregardingprogramrolesandresponsibilities.Forexample:

• Will4-Hdeliverprogramsdirectly,ortraincollaboratingstafftodeliverprograms?

• Does4-Hwanttohandleprogramenrollment,oristhistaskbettersuitedtothecollaboratingpartner.

• Is 4-H responsible for pre-program site preparation and clean-up after the program, or does the site providerhavestaffavailabletoassist?

Sustainable partnerships share a common vision and similar goals.

1. Locate partners with a similar youth development philosophy and goals.Performbackgroundresearchonpotentialpartners.Partnerswithasimilaryouthdevelopmentphilosophyandgoalsaremorelikelytoseehowasharedvisionandcollaborationcanbebuilt.Aspreliminarypartneringdiscussionsareheld,listenforlanguage that relates to the eight Essential Elements of Positive Youth Development present in belonging, independence,mastery,andgenerosity(seealso4-H Science Program Design – 4-H Science Checklist).

2. Ensure potential partners understand that 4-H Science is informal science education delivered within a positive youth development framework.Emphasizethat4-Hdeliversqualityprograms(asopposedto activities),andassuchwillneedsupport(includingadequatetime)todeliveraregularandongoingseriesofeducationalsessions(seealso4-H Science Program Design – 4-H Science Checklist).

3. Strive to create a “true needs, true partners” relationship. Sustainablepartnershipsgobeyonda letterofsupportforagrant;theyarelong-termrelationshipsthatcomplementeachothers’organizationalgoalstocreatestrongerprogramming.

• Determineupfronthoweachpartnerwillbenefitfromthepartnership.Allpartnersneedtounderstandthebenefitstopartneringwitheachother.Strivetocreatebalancedpartnershipsintermsofwhateachpartnerbringstothetableandthebenefitsreaped.

• Complementeachother’sresources.Lookforopportunitiestopartnerwithorganizationsthatstrengthenthe4-HScienceprogram,orthathaveneededresources.Forexample,4-Hisstronginpositiveyouthde-velopment(PYD),andalocalsciencemuseummayhaveplentyofvolunteerstofacilitateyouthprograms,but they need PYD training.

• Organizationalparameters,expectations,andrequirementsofallpartiesinvolvedmustbeconsideredtoavoidturfstrugglesandissues.Achieveconsensusongoalsforallpartnersinvolved.Cometoajointunder-standingastowhatconstitutespartnershipsuccessaswellasprogramsuccess.

• Breakprogramimplementationandevaluationprocessesintocomponentparts.Discussandagreeuponthebestrolesforeachpartner(e.g.,recruitment,location,programdelivery,evaluation,etc.).

4. Know when to walk away.4-Hprofessionalsneedtobewillingtoabandonapotentialpartneringrelation-shipifthepartner’sactionsdonotconveyasharedphilosophy,appropriateculturalbeliefs,awillingnesstoproperlyrecognize4-H,oracollaborativespirittomeetallpartners’needs.

41Overarching Principles for Sustainable Partnerships

Sustainable partnerships “put it in writing.”

1. Create a Memorandum of Understanding (MOU).TheimportanceofawrittencontractorMOUcannotbeoverstated.ItisessentialthatpotentialpartnersbeginbycraftingaMOUthatclearlystatestheintention,roles,costsharing,andsoforthofeachorganization.Donotforgettoincludeevaluationresponsibilitiesofeach partner.

• Roles and Responsibilities.Theagreementshouldcoverresponsibilitiesofeachpartner,expectationsandotherissuesthatareimportant.Theseissuesandagreementsarebestdiscussedbeforeprogramimple-mentation,sothereisanagreementtorefertoifissuesariseaftertheprogrambegins.

• Fiscal Issues. Quitesimply,theMOUshouldstatewhopaysforwhat.Includecost-sharing,supplies,salaries,administrativeoverhead,andsoforth.Theagreementshouldidentifythefiscalagent,andifpaymentsaretobemadetoprogrampartners,paymentdatesandamounts(andanyreportingcontingencies).Ifposi-tionsaretobeshared,outlinenotonlythecostofsalaryandbenefitsbutofficesupportandtravelcosts.

• Co-Branding.AspartoftheMOU,bothpartiesshouldagreeonthelevelofrecognitioneachpartnerwill receiveonrespectivepublications,websites,andothermedia.Negotiationandcompromisearekeystosuccesswhenmarketing4-HYouthDevelopmentprogramsandbrandingoptionstopotentialpartners.There isnoquestionaboutwhether the4-HEmblemshouldbe includedonprogrammaterials,butdoclarifyhow itshouldbeused.DiscussincludingappropriaterecognitionofExtensionandthelandgrantuniversity.Reachinganacceptablemarketingandbrandingrelationshiprelativetoprogramcomponents,evaluationstrategies,andreportstostakeholdersmakesiteasierforpartnerstoworkside-by-sidewhilestillhavingtheirindividualneedsmet(seealsoMarketing and Branding 4-H in Urban Communities).

• Shared Resources. Quiteoftenacommunitypartnerprovidesthemajorityofphysicalresources,especially facilities.Considerwhatresources4-Handthelandgrantuniversitymightbringtosupportprogram efforts.Thismaycomeintheformofexistingcurriculum,equipment(e.g.,roboticskitsforcamp),PYDtraining,orspecialistexpertiseneededforaconsultationonaspecificproject.

2. Review the MOU annually.WhiletheparametersoutlinedintheoriginalMOUmaynotchangefromyeartoyear,anannualreviewservesasacheck-inforallpartners.Considerreviewingthedocumentaspartofaregularlyscheduledmeeting.Thisself-checkmayprovideanopportunitytocongratulatepartnersonsuc-cessestodate,andhelpnippotentialproblemsinthebud.

Sustainable partners communicate with and support each other.

1. Commit to the partnership.Partnerships,likeanyrelationship,willhavetheirshareof“upsanddowns.”Alsolikeanyrelationship,theyneedtobenurturedtoensuresustainability.Newpartnershipswillrequiremoreeffort.

2. Take small steps. It’snotnecessary to formcomplicated relationships in thebeginning stagesof theprogram. Asoundstrategyfordevelopingsustainableorganizationalrelationshipsistostartsmallandgrowthepartnership.

3. Recognize that the journey is shared. Allpartnersshouldfeelownershipofthework.Besensitivetowhatishappen-inginthepartner’sworld,asthesethingsmayaffectthepartnership.Makeeveryefforttoco-presentatconfer-ences,writeeachotherintogrants,andserveoneachother’scommittees.Supportpartneractivitiesandevents!

4. Revisit the partnership often.Discusswhat’sworkingwellandwhat’snotsothattherelationshipcontinuestoevolveandmeetchangingneeds.

42 Partnerships, Resource Development, Program Growth and Sustainability

5. Communicate, communicate – and then communicate some more!Establishregularcommunicationwithpartners.Itisimportanttoengageinfrequentcommunication,evenifthereisnothing“wrong”atthemoment.

6. Practice patience and perseverance.Programpartnersarejustasbusyas4-Hprofessionals!Ittakestimeandpatiencetonurturesustainablepartnerships.Cultivaterelationships,eveniftheinitialreasonforpartneringdoesnotworkout(e.g.,failuretogetaparticulargrant).

Sustainable partnerships work together to design, implement and evaluate programs.

1. Stay focused on 4-H Science program goals.A“golden”opportunitytopartnerwithotherorganizationswillalignwith4-HSciencegoals,needs,andcurrentprogrammingagenda.Otherwise,thepartnershipcouldendupaddingmoreworkthanvalue.Thoughtfullyaccountforthecostsandbenefitsofsuchapartnership,anddoperiodicself-checkstodecideifyouwanttokeepmovingforward.

2. Achieve consensus on goals for all partners.Developaprogramorsolutionthatmeetsallpartners’needs.Trulycollaborativepartnershipsrequireextensiveplanningandunderstandingregardingeachother’sneedsanddesiredoutcomes.Knowwhatallpartnersneedinordertoreport“success.”

3. Measure, demonstrate and share results.Partnerswillalsowantandneedtoshowthattheirwork(andinthiscase,sharedwork)makesadifferenceforyouthandforcommunities. Involvepartners inevaluation planning from thebeginning, and seekout joint-venues todisseminateprogramsuccesses (seealso4-H Science Program Design).

Sustainable partnerships promote and recognize all partners.

1. Coordinate efforts to publicize programs. It is important for thepartneringorganizations todiscussand clarifywhichorganizationispublicizingthesessions,whattypesofgraphicsorphotoswillbeused,what“copy”ortextwillbeused,andifeffortsofbothorganizationsareneeded.Itmayworkbestif4-Hsuppliesthecopyortexttobeusedtodescribetheprogram(includinggraphicsorphotos),whilethepartneringagencysuppliesotherinformationregardingdates/time/locations,etc.Itisidealif4-Hcanreviewthefinalcopybeforeitisreleasedtothepublic.

2. Identify up front how 4-H is to be recognized in the program.Itisimportantthatyouthprogramparticipantsandtheirparentsknowtheyareparticipatingin4-HScienceprograms.

• Co-brandallprogrammaterialswiththe4-HEmblem(flyers,enrollmentforms,signs,posters,take-homesheets, etc.).

• Provideyouthwitht-shirtsthatincludethe4-HEmblemandhavethemsaythepledgebeforemeetings(promotesfeelingsofbelonging).

• Foradditionalinformationonco-brandingandmarketingpleaseseeMarketing and Branding 4-H in Urban Communities.

3. Recognize all program partners. Allprogrampartnersareimportanttosuccess–nocontributionistoosmalltorecognize.Useformalandinformalmethodsofrecognitionasappropriate(e.g.,publicarticle,thankyounote,formalcertificate,invitationtoattendspecialevents,etc.).

43Overarching Principles for Sustainable Partnerships

IntroductionPartneringtoexpand4-HScienceafterschoolprogramdeliverycanleveragenetworks,resourcesandopportuni-tiestoreachyouthtraditionallyoverlookedbyscienceprograms.Strongpartnershipsareahallmarkofsuccessfulafterschoolprograms.However,afterschoolpartnersdonottypicallyhavetheexpertise,resources,orprogramdesigntosupportdeliveryofscience,engineering,andtechnologylearningexperiences.

Thereareavarietyofafterschoolproviderswithinmosturbanareas:schools,youthorganizations(Boys&GirlsClubs,Ys),cityparksandrecreationdepartments,faith-basedorganizations,andsoforth.Thispresentsatre-mendousopportunitytoreachurbanyouthwith4-HScienceprograms.Thepurposeofthischapteristoprovidepromisingpracticesthatwillhelpdevelopandsustainsuccessful4-HScienceafterschoolprogramsinpartner-shipwithafterschoolproviders.

Theafterschoolfieldhascertainlyevolved.Initially,afterschoolsitesweremerelycustodialagents(childcare),providingasafeplaceforyouthtofinishhomeworkandsimply“hang-out”untilparentsarrived. Itwassoonrecognizedthatyouthneededsomethingmoretooccupytheirtime–sositesbegantoincluderecreationalandarts&craftsactivities–whichoftenmeantsimplyprovidingyouthwithaccesstorecreationalequipmentand/ora“craftstation.”Theevolutioncontinuedassitesbegantoofferyouthenrichmentactivities,andofteninvited4-Htopresentone-timeactivitiestoyouth.

Thegoalfor4-HScienceprogramminginafterschoolvenuesistomovebeyondofferingactivitiestoprovidingyouthwithongoing,sequentialprogrammingthatleadstomasteryof4-H Science Abilities.Thekeytosuccessforachievingmasteryistointentionallydesignprogramsofappropriatedurationandfrequency,andtosequenceprogramactivitiestobuilduponpreviouslylearnedskills.(Formoreinformationonwhatconstitutesa4-HSci-enceprogram,pleaseseethechapteron4-H Science Program Design.)

Therearetwomodelsfordelivering4-HScienceprogramsinafterschoolsettings:directdeliveryandtrainingcollaboratingstaff.Thedirectdeliverymodelutilizes4-Hstaffandvolunteersunder thedirectionof the4-Hprofessional.Directdeliveryprovidesthegreatestopportunityforfidelityofimplementation,andallowsforon-going,continuoustraining(contentandcontext)forprogramfacilitators.Programstaffarepaidfromgrantorsubcontractfunds,orwithotherincentivesforteens.

Inthetrainingcollaboratingstaffmodel,4-Hprovidesthesciencecurriculum,training,andotherresourcesandsupportforon-sitestafftodeliverprogramming.Dependingonthedegreeofsitereadiness,thismodelcanbedifficulttoimplement(andevaluate)withahighdegreeofconfidence.Itcanalsoprovedifficulttoprovidecon-tinuous,ongoingtrainingtositestaffduetoanumberofmotivationalandlogisticalfactors.However,withtherightsitesandcollaboratingstaff,thetrainingmodelcanbeanexcellentwaytoextendthereachof4-HScienceprogramsinurbancommunities.

Programmingsuccessisalsorelatedtothetypeofafterschoolsite.Forexample,partnershipswithschool-basedsitestendtobettersupportstructuredprograms.School-basedprovidersrequireyouthtoenrollintheirpro-gram,andinmostcasesthesameyouthattendonafairlyregularbasis.Drop-in,non-schoolbasedafterschool

Partnering with Afterschool Providers

sitesmaynothaveconsistentyouthattendance.Thesesitesalsotendtooffermorerecreationalactivitiesthanopportunitiesforsequentialprogramming.

Promising PracticesThepromisingpracticesforPartnering with Afterschool Providersaresubdividedintofourcategories:(a)Pro-gramPlanningandEvaluation,(b)DevelopingandSustainingPartnerships,(c)Staffing,and(d)Training.


1. Read the chapter 4-H Science Program Design – 4-H Science Checklist.Thischapterprovidesfundamentalprogramplanningandevaluationinformationrequiredforsuccessful4-HScienceprograms.Theinformationcontainedhereisspecifictoplanningafterschoolprograms.

2. Develop and implement 4-H Science “programs.” See 4-H Science Program Design.

3. Develop measurable process and outcome objectives. See 4-H Science Program Design.

4. Identify evaluation (success) criteria for all objectives. See 4-H Science Program Design.

5. Obtain funding to support a direct delivery programming model. Directdelivery(usingassociatestaff)of4-HScienceprogramsgreatlyreducesproblemsrelatedtofidelityof implementation(seealso Item #1 under Staffingbelow).

6. Structure weekly, sequenced 4-H afterschool sessions as part of a larger multi-week program. Programscanbe implemented for 10-12weeks (workswellwith trimester scheduling), a semester, or over the entireschoolyear.Programsshouldbeproject-based.Consistencyhelpsallinvolvedwithschedulingandavoidingconflicts.

• Dividetheschoolyearintosemestersortrimesters(September-December,January-March,April-June).

• Offerdifferent4-HScienceprogramsduringthesetrimesters(willdependupononhowthecollaboratingafterschoolsitestructurestheirprogramming).

• Includeaclosingshowcaseat theendof themulti-weekprogram(seeRecognizing Youth and Showcasing Programmatic Efforts).

7. Consult the afterschool calendar when scheduling programs and determining months and days of the week for implementation.Takeintoconsiderationtheschool’scalendar,schoolbreaksandholidays,andteacherin-servicedays.

• Workwiththecollaboratingprovidertoscheduleeverythingupfrontandavoidconflictswithotherpro-gramproviders,fieldtrips,andsoforth.

• Providetheafterschoolsiteandparentswithatypedscheduleofthe10-12weekprogram.

8. Pre-determine the number of youth to recruit and enroll in the program. Refertoprogramobjectives,andconsiderthecurriculum,materials,andstaffinglevelrequired.

• Workwithproviderstoensureyouthareavailableforthemulti-weeksession(dayandtime).

• Provideenrollmentpacket(programflyer,schedule,and4-Henrollmentform)tocollaboratingproviderat

45Partnering with Afterschool Providers


leastthreeweekspriortotheprogram.

9. Increase the capacity for sustained involvement of youth participants in 4-H Science by rotating programs and staff each semester/trimester.Provideopportunityforyouthtoage-outofasitebeforereturningprogramto that site.

10. Include Family Science Nights.Involvetheentirefamilyin4-HScienceprograms.Servedinner,provideactivi-ties(activitystationsworkwell),anddistributetake-homeactivitiestoextendthelearning.Useasciencethemesuchasflightorrecycling.

11. Evaluate the program against program objectives.See4-H Science Program Design.

12. Share evaluation results. See4-H Science Program Design.

Developing and Sustaining Partnerships

1. Read the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability. This introduction contains critical “overarching principles” that are vital to developing and sustaining programpartners.Theinformationincludedhereisspecifictopartneringwithafterschoolproviders.

2. Explore opportunities to partner with state afterschool organizations.ForstateafterschoolassociationsseeNational AfterSchool Association State Affiliates.Therearealsostateafterschool networks.Offertoprovidesciencetrainingtositedirectorsandfrontlinestaff.

3. Explore partnerships with 21st Century Community Learning Centers (CCLC). The 5-year federal21stCCLC grantprovidesfundsfordirectdeliveryofprogramsthatsupportacademics,aswellastraining(see 21stCCLC in Resourcesbelow).4-Hsubcontractswiththe21stCenturygranteetoprovidescienceprogram-mingforcollaboratingafterschoolsites.

4. Attend community-wide out-of-school time (OST) summits, conferences, etc.Increase4-HvisibilityintheOSTcommunity.4-HScienceisrapidlybecomingknownforprovidingexcellentscienceprogramming,sobeingatthetablewillleadtoopportunitiesforcollaborations,grants,andsoforth.

5. Assess the potential provider’s readiness for 4-H Science programs. Not all sites are interested in or structured forthistypeofprogramming.Signsofreadinessinclude:

• Thesitewantstoincludescience“programs,”notjustactivitiesandevents.

• Collaboratingstaffarefullycommittedtoprovidingnecessarysupportto4-Hprogramstaff(directdeliverymodel).Sitestaffshouldbeengagedinthelesson/activityandreadytoassistyouthinanappropriateman-nerand/orhandleanydisciplinarychallenges.Thisshouldnotinanywaybeconstruedasa“free”periodfor“hangingout”orengaginginpersonalactivities(e.g.,breaks,phonecalls,texting).

• Collaboratingstaffarefullycommittedtofidelityofimplementation(trainingmodel).Theymustbewillingtoattendtrainingsandimplementlessonsandactivitiesappropriately.

• Siteadministratorsarefullycommittedtoprovidingsupporttositeand4-Hstaffasneeded.Ifthesite’sstaff/youthratiois1:15,and15youthareenrolledintheprogram,thenatleastonestaffpersonshouldbepresentduring4-HScienceprograms.Administratorsshouldbewillingtocommittoreleasetimeforsitestafftogettraining(trainingmodel).Theymustalsobewillingtoholdsitestaffaccountableforsuccessfulprogramimplementationregardless of model used.

http://www.naaweb.org/default.asp?contentID=627

http://www.statewideafterschoolnetworks.net/about_national_network/index.html

6. Offer to host a Family Science Night for a potential afterschool site.Thiswillprovidethesitewithaglimpseofwhat4-HSciencehastooffer.Clearlystate,however,that4-HScienceisaboutprograms,notactivitiesand events.

7. Commit to lengthy, regular, face-to-face (and other) contact with new site directors.Itisusuallyquitetimeintensivetoprepareanewafterschoolsitefor4-HScience(assumingthesiteisscienceready).Ittakestimetodeveloptherelationshipandtoensurethepartnerunderstandsallaspectsoftheprogramdesign(e.g.,objectives,scheduling,etc.)andimplementation(e.g.,enrollingyouth,evaluation,etc.).

8. Create a Memorandum of Understanding (MOU). See the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability.

9. Identify up front how 4-H is to be recognized in the afterschool program. It is important thatafterschoolprogram participants and their parents know they are participating in 4-H Afterschool. For additional informationon co-brandingandmarketingplease see theSection Introduction to Partnerships, Resource Development, Program Growth and Sustainability and Marketing and Branding 4-H in Urban Communities.

10. Work with collaborating providers to identify and agree upon appropriate program space.Manyafterschoolprogramsoccurinlargemulti-purposerooms,cafeterias,andgymnasiums.Thiskindofmulti-usespaceisnotsuitablefor4-Hscienceprograms(lackoffocus,distractions,etc.).

11. Keep in constant communication with implementation sites.Allrequireddocumentationmustbepreciselycommunicatedtoallvolunteersandstaffmembers.Followthroughonstateddeadlinesbysendingfrequentremindersaboutneededinformation.Visitsitesandreassurestaffandvolunteersofcontinuoussupportandavailability.

12. Be willing to walk away from an unproductive situation.Partnersitesmayfailtoliveuptoexpectations,ormaynotbeasreadytosupport4-HScienceprogramsasoriginallyanticipated.Terminatetherelationship(withoutburningbridges)andfocusondevelopingandsustainingprogramswithotherpartners.

Staffing

1. Utilize temporary, part-time 4-H program assistants (direct delivery). Hire part-time staff for a particular programorcurriculumandthenrotatehim/herthroughtheafterschoolsites.Position(s)canbefundedbyajointgrantorsubcontract.

2. Recruit teens as program facilitators.Teens,underthe leadershipof4-Hstaffdoingdirectdelivery,areagreatwaytoimprovethefacilitator/youthratio.Placeafterschoolyouthinteams,andassignateentoeachteamorpairofteams(formoreinformationseeStaffing with Teenagers and Teens as Cross-Age Teachers).

Training

1. Read the chapter Training Others to Deliver High Quality Science Programming. This chapterprovidesan in-depth discussion of promising practices for training staff and volunteers. The promising practices containedhere are geared specifically to training staff/volunteers todeliver 4-H Scienceprograms in an afterschoolsetting.

2. Assess the skills and interests of the collaborating afterschool staff.Everyafterschoolsitewillbeunique.Itisimportanttoplanappropriatelyforthestaffyouaretraining.Askstafftocompletethe4-H Science Core Competencies Self Assessment Tool (see chapter 4-H Science Program Design – 4-H Science Checklist) to assistwithplanningprofessionaldevelopmentopportunities.


• Staffmayinclude(butnotalways)professionaleducators.Thiscanbegood–andchallenging–theyhaveexperienceworkingwithyouth,butaremorecomfortableinaformaleducationsetting.

• Non-professionaleducatorsmayincludeyoungeradultswhowanttogetintothefield,paraprofessionalsfromtheschool,communityvolunteers,and/orretirees.

• Somestaffmayhavesciencebackgrounds,butmany(ifnotmost)willnot.

3. Identify the best time for training afterschool staff.Communicatewiththesitecoordinatortoensurestaffavailability.Negotiatereleasetimeandcompensationforcollaboratingstafftoattendtrainings.Manystaffworkattheschoolduringthedayorhaveotherfull-timejobs.Eachsiteisdifferentdependingonthestaffingpattern,soitisimportanttoworkwiththemtofindthebesttime(e.g.,evenings,Saturdays,seasonalbreaks,etc.).Providerefreshments/meals,especiallyimportantifholdingatrainingimmediatelyfollowingtheendoftheafterschoolday.

4. Offer state certified training credits, units, or hours.Providetrainingopportunitiesthatmeetstaterequire-ments for licensureofafterschool sites.The4-Hofficecompletes theclock-hourcertificationpaperworkwiththestate,andincludesthecertificationinformationinadvertisementsandonallparticipantcertificatesprovided.YoucanpartnerwithyouruniversitytoofferContinuingEducationUnits(CEUs).

Case StudiesBird – Providing Expertise and Resources to a Large Afterschool Partner to Make Science Fun.SacramentoCounty4-Hhasa13-yearhistoryofpartneringwith theSacramentoSTARTafterschoolprogram toenhancescienceprogramming.SacramentoSTARTisrunthroughtheCityofSacramentoandservesover5,000youthat60sitesinfiveschooldistricts.4-Hhelpedtobringthe4-HYESProgram(gradesK-3),4-HOntheWildSide environmentaleducationcamp(grades4-6),andthe4-HWaterWizardsProgram(grades4-6)tohundredsofyouthparticipatingintheSTARTprogram.Whilethereareother4-HAfterschoolpartnerships,thisisbyfarthelongestandstrongest.4-Hhassomethingmostafterschoolenvironmentshighlyvalue–fun,hands-onlearning experiencesthatengagekids,evenat4:00p.m.ThepartnershipwithSacramentoSTARThastakenmanyformsover theyears.4-Hhasprovided teen facilitators, training,curricula, sciencekits,andmanagement totheYESprogram.Inaddition,youthandstafffromSTARThaveattendedtheOntheWildSideenvironmental educationcamp.Mostrecently,4-HhastrainedSTARTprogramleaderstodeliverthe12-week4-H20WaterWizards Programto500youthannually.STARTprovidesstaff,youth,andfinancial resourcestooursharedwork;4-Hprovidesexpertiseinscienceprogrammingandtheresourcestomakeitfun. –Marianne Bird, University of California

Martin – 4-H Afterschool Science Partners with 21stCCLC and the Corridor STEM Initiative.Since2007,4-Hhastrainedcollaboratingand4-Hstafftodeliverurban4-HscienceprogramsinafterschoolsitesinIowaCityandLinnandJohnsonCounties.Morethan500youthhaveparticipatedintheseprograms.Theout-of-schoolaudienceincludeskindergartenthroughsixthgradeyouthintheIowaCity/CedarRapidscorridor.Programmingfocusisonworkingwithgirlsandyouthfromallsocio-economicgroups.Thegoalsandobjectivesoftheprograminclude:(a)toincreaseyouth’sunderstandingofscience,technologyandengineeringineverydaylife;(b)toteachyouthtoenhanceandapplytheirknowledgeinscience,technology,andengineeringthroughhands-onexperiments;and(c)toincreaseyouth’sunderstandingofSTEMcontentandimproveinterestinSTEMlearningandcareers.

PartneringwithacommunitySTEMcoalitionandtheIowaCityCommunitySchoolDistrictthrough21stCenturyCommunityLearningCenters(CCLC)wasvitaltostartingafterschool4-Hscience.Throughthesetwoinitiatives,fundsareavailableforscienceprogramsincludingweeklyafterschoolscienceatfour21stCCLCschoolsinIowa



CityandfourafterschoolEngineeringisElementaryeight-weekprogramsinLinnandJohnsonCounties.Part-timestaffareemployedfortheprogram.Themajorityofstaffarestudents(especiallyeducationmajors)fromthe UniversityofIowainIowaCity.4-Hteenvolunteershavealsoassistedwiththeafterschoolprogram.BigBrothersBigSistersSchoolBuddies,partofthe4-HprograminJohnsonCounty,assistwiththescienceactivitiesatonesite.Atanother21stCCLC,4-HstaffworkwithschoolstafftoleadFamilyScienceNightsduringtheschoolyear.–Janet Martin, Iowa State University

Nolen – 4-H Science Project Clubs and Family Science Nights in Afterschool. In Houston, partnering with established afterschool programs has expanded 4-H outreach to youth not likely to be involved in science programs.4-Hscienceenrichment isdelivered inorganized4-HAfterschoolprojectclubsandprograms.4-HstaffpartnerwithHarrisCountyPrecinct2YouthServices,21stCenturyCommunityLearningCenters(CCLC),andareaschoolstoengageyouth,teachers,andsitestaffinscience inquiryprogramming.Stafffacilitatethe developmentofscienceprocessskillswithresearch-basedcurricula.Overthepasttwoyears,4-Hhasprovidedleadership for thedevelopmentof scienceenrichment forPrecinct2YouthServicesandhasestablished4-HScienceAfterschoolclubs-whichhaveelectedofficerstoprovideleadershipfortheprogram.Theyouthde-cidewhichprojectsandsciencetopicstoexplore.4-HstaffpartnerwithscienceteachersleadingJuniorMaster Gardener®youthhorticultureprogramsat21stCCLCstiestoofferadditional4-HSciencelearningandsupportfor service-learning projects. 4-H Science filmmaking projects were expanded through a partnershipwith a mediateacherwhowantedtoinvolveyouth(grades3-5)insciencefilmmakingprojectsafterschool.4-Hprovided assistance with planning; resources, such as the online 4-H Filmmaking Studio and Workshop; and access toequipment forfilmediting.Throughapartnershipwithanareahigh school, teens fromthemedia departmentwererecruitedtomentorandteachfilmmakingatpartneringsites.Thisnewnetworkofschool-based programmingstemmedfromtheexistingpartnershipwithPrecinct2YouthServices.

Acommongoalofafterschoolprogramsisparentinvolvement.Gettingfamiliestoattendanafterschooleventisagreatwaytoshowcasetheprogram,recognizeyouthfortheirachievements,andbuildarelationshipwith parents. 4-H hasworkedwith afterschool partners to co-sponsor events such as Family ScienceNights and programs to showcase youth projects. These events can be used to interpret program accomplishments to parentsandkeystakeholders,recognizeyouth,andcelebratethesupportofthepartners,volunteers,andsitestaff.-Sheryl Nolen, Texas A&M University

Resources21st Century Community Learning Centers - thisprogram,throughtheDepartmentofEducation,supportsthecreation of community learning centers that provide academic enrichment opportunities during non-schoolhoursforchildren,particularlyyouthwhoattendhigh-povertyandlow-performingschools.Theprogramhelpsyouthmeetstateandlocalstudentstandardsincoreacademicsubjects.Formoreinformation,includingcurrentgrantees in your state, visit http://www2.ed.gov/programs/21stcclc/index.html.

Afterschool Alliance STEM Resources –theAfterschoolAllianceisthenation’sleadingvoiceforafterschoolandisdedicatedtoraisingawarenessoftheimportanceofafterschoolprogramsandadvocatingformoreafterschoolinvestments.TheAfterschoolAllianceworkswithpolicymakersacross thecountry.Today theAfterschoolAl-lianceboastsmorethan25,000afterschoolprogrampartnersandtheirpublicationsreachmorethan65,000individualseverymonth.STEMinfoandresourcesareavailableathttp://afterschoolalliance.org/STEM.cfm.

Coalition for Science After School – theCoalition isastrategicallianceof individualsandorganizationsfromSTEMeducation,youthdevelopment,andprogramsheldoutsideofschooltime.Theirmissionistocoordinateandmobilizecommunitystakeholderstostrengthenandexpandopportunitiesthatengageyoungpeopleinaf-

http://www2.ed.gov/programs/21stcclc/index.html

http://afterschoolalliance.org/STEM.cfm

terschoolscience.Adirectoryofmembers,andseveralresourcesareavailableathttp://www.afterschoolscience.org/.

Frontiers in Urban Science Exploration Resource Guide –aresourceguideofferingstrategiestoadvancescienceeducationinafterschoolprograms.Availableathttp://www.tascorp.org/content/document/detail/3040/.

Harvard Family Research Project OST Resources and Tools – since1983,theHarvardFamilyResearchProject(HFRP)hashelpedstakeholdersdevelopandevaluatestrategiestopromotethewellbeingofchildren,youth,families,andtheircommunities.Out-of-schooltimeprogrammingisoneofthreefocusareas,andawealthofOSTresourcesandtoolsareavailableathttp://www.hfrp.org/out-of-school-time.

NPASS2 – National Partnerships for After School Science –includesbestpracticesforafterschoolscienceforscienceprojectleadersalongwithmanyotherinformalscienceeducationresourcesandprofessionaldevelop-menttoolsforOST.NPASS2isledbytheCenterforScienceEducationatEDC.Availableathttp://npass2.edc.org/.

Science in Afterschool Literature Review –areviewofafterschoolscienceeducationpractices(includinginquiryandprojectbasedlearning)andafterschoolscienceprogramsdevelopedforTheNationalPartnershipforQualityAfterschool Learning. Available at: http://www.sedl.org/afterschool/toolkits/science/pdf/SERVE%20Science%20in%20Afterschool%20Review.pdf.


http://www.afterschoolscience.org/

http://www.tascorp.org/content/document/detail/3040/

http://www.hfrp.org/out-of-school-time


http://www.sedl.org/afterschool/toolkits/science/pdf/SERVE%20Science%20in%20Afterschool%20Review.pdf


Introduction4-Hofferstraditionalaudiencesmanysummercampopportunitiesatstatecampfacilities(oftenfarfromurbanareas)andsomefull-week4-Hexploratorydaycamps(oftennotintheurbancenterofacountyortargetingurbanyouth).Inurbancommunities,howevertherearemyriadopportunitiestopartnerwithexistingsummerdaycampproviderstooffer4-HScienceprogrammingtoyouth.Potentialpartnersinclude:otheryouthorganiza-tionssuchasBoys&GirlsClubs,andYs;libraries;parksandrecreationdepartments;community/neighborhoodcenters(oftencity-funded);faith-basedorganizations;andsoforth.

Anotherexcellentopportunityistoworkwithexistingafterschoolpartnerswhoalsohostsummerdaycamps.Thisallowsforcontinuedworkwithexistingpartners,andprovidescontinuityforyouthwhoparticipatedintheafterschoolprogram.

4-Hcanprovideentiretheme-basedweeksofscienceprogrammingatpartnersites(e.g.,roboticscamp,naturecamp,etc.)orprovideanenrichmentcomponent(scienceprogrammingaspartofthecampduringadesignatedtimethroughouttheweekand/orsummer).Thedeliverymodesmaybedirectdeliveryorthroughtrainingcol-laboratingstaff.Trainingsaregenerallyheldoveraone-weekperiodtheweekbeforecamp(asopposedtocon-tinuous,ongoingtrainings).Thesetrainingsshouldincludethesciencecurriculum,inquiry-basedandexperientiallearning,positiveyouthdevelopment,developmentallyappropriatepractices,groupmanagement,andsoforth(see Training Others to Deliver High Quality Science Programming).

4-Handtheuniversitysystemhavealottooffer,inpartnershipwithproviders,totaketheyouthsummerex-periencebeyondrecreationwithhands-on,minds-on,fun,andengaging4-HScienceprogrammingthathelpsdevelopfoundationalskillsandinterestsinscience.Thus,summercampsofferanotheropportunitytopositivelyeffectschool-yearsciencelearning,interest,andengagement.Thepurposeofthischapteristoprovidepromis-ingpracticesthatwillhelpdevelopandsustainsuccessful4-HSciencesummerprograms inpartnershipwithproviderorganizations.

Promising PracticesThepromisingpracticesforPartnering with Summer Program Providers are subdivided into three categories: (a) ProgramPlanningandEvaluation,(b)DevelopingandSustainingPartnerships,and(c)Staffing.


1. Read the chapter 4-H Science Program Design – 4-H Science Checklist.Thischapterprovidesfundamental programplanningandevaluationinformationrequiredforsuccessful4-HScienceprograms.Theinformation containedhereisspecifictoplanningsummerprograms.

2. Develop and implement 4-H Science “programs.”See4-H Science Program Design.

3. Develop measurable process and outcome objectives.See4-H Science Program Design.

Partnering with Summer Program Providers

4. Identify evaluation (success) criteria for all objectives. See4-H Science Program Design.

5. Use creativity in designing summer programs.Summercampsofferpossibilitiestoengageinactivitiesthatmaynotbepossibleinafterschoolortraditionalprogramsettings.Lookforopportunitiestoprovidepro-grammingthatsupportsapplication(acriticalcomponentofexperientiallearning)and/orservice(essentialelement–generosity).

6. Utilize existing inquiry- and research-based science curricula.Addinganeducationcomponenttoarecreationprogramisalwaysaplus,butyouthalsowantfunandexcitement!Lookforcurriculumthatcanbeimple-mentedoutdoors,orthatprovidesopportunitiestoincreasephysicalactivity(e.g.,hikes,scavengerhunts,geocachecourses,etc.).FormoreinformationregardingcurriculaseeInquiry Based Learning Approaches.

7. Plan in advance of program implementation.Theclosertotheprogram’sbeginningdatethemorehecticplanningbecomes.Allowseveralmonthstoorganizethedetailsoftheprogramandpromoteit.

• SummercampsbegintoadvertiseinFebruary,sotheyneedeverythingrelatedtopromotionbeforethen.

• Createatimelinethatincludesdistributionofmandatoryenrollmentandconsentforms.Setenrollmentdeadlinesnolaterthanthreeweeksbeforecampstartdate.

8. Know where the program or activities are going to take place. Clearlycommunicatethetypeofsettingandresourcesthatwillbeneededduringthesessions.Forexample:Iswaterneeded(bucketsofwatervs.accesstorunningwater)?Iselectricityneeded?Arethereanyrestrictionstousingoutdoorspaces?

9. Evaluate the program against program objectives.See4-H Science Program Design.

10. Share evaluation results. See 4-H Science Program Design.


1. Read the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability. Thisintroductioncontainscritical“overarchingprinciples”thatarevitaltodevelopingandsustainingpro-grampartners.Theinformationincludedhereisspecifictopartneringwithsummerprogramproviders.

2. Provide information on contacts and associations with people and agencies that will offer support and cooperation to camps and camp directors. It is important towork together topool resourcesanddeter-minewhichorganizationsarewillingandinterestedinassistingwithcamps(e.g.,busing,camperships,guest facilitators,etc.).

3. Create a Memorandum of Understanding (MOU).SeetheSection Introduction to Partnerships, Resource Development, Program Growth and Sustainability.

4. Keep in constant communication with implementation sites.Allrequireddocumentationmustbepreciselycommunicatedtostaffandvolunteers.Followthroughonstateddeadlinesbysendingfrequentremindersofneededinformation.Visitsitesandreassurestaffandvolunteersofcontinuoussupportandavailability.

5. Coordinate efforts to publicize programs. See theSection Introduction to Partnerships, Resource Development, Program Growth and Sustainability.

53Partnering with Summer Program Providers

Staffing

1. Utilize temporary, part-time 4-H program assistants (direct delivery). Summer isanexcellenttimetofindqualified,experiencedpart-timestaff.Lookforscienceteachersandothereducatorswhoareoffforthesummer.Pay themas close to scaleaspossible. Tap into college students looking forpart-timesummerjobs,particularlythosewitheducationandscience-relatedmajors.Position(s)canbefundedbyajointgrant or subcontract.

2. Recruit teens as program facilitators.Teens,undertheleadershipof4-Hstaffdoingdirectdelivery,areagreatwaytoimprovethefacilitator/youthratio.Placesummercampyouthinteams,andassignateentoeachteamorpairofteams(formoreinformationseeStaffing with Teenagers and Teens as Cross-Age Teachers).

Case StudiesEnfield – Extending the Reach of 4-H Science through a Variety of Community Partners. Over the15yearhistoryof4-HSLO(SanLuisObispo)SCIENTISTS,theprogramhasactivelysoughtsummerpartnersinordertoreachmoreyouthwithinquirybasedSTEMactivities.Whenneeded,the4-HSLOSCIENTISTSprogramhasbeenmodifiedtomeettheneedsofthesummerprogram,timeconstraints,overalllengthoftheprogram,andotherparticularsspecifictotheprovider.Someofthesummerprogramprovidersovertheyearshavebeen:

• SalvationArmyYouthPrograms

• Exploratorium/DiscoveryCenter

• HousingAuthoritysites

• SummerRecreationPrograms

• CountyLibrarySystem

ThelatestandcurrentsummerprogrampartnershipiswiththeSLOCountyLibrarySystem,whichhas14 librarybranchesthroughoutthecounty.Afteracoupleofdiscussions,anewpartnershipwasformedandSLO SCIENTISTS activitieswere conducted to a delighted audienceof youth (and sometimes attending adults) atseven library sites throughout the county. SLOSCIENTISTS facilitatorswere recruitedby theSLOSCIENTISTSCoordinatortofacilitateactivitieswithyoungpeopleonspecificdaysprovidedbythelocallibrarystaff.SomeofthefacilitatorsrecruitedteensorolderSLOSCIENTISTSalumnitohelpfacilitate.Allcostsoftheprogramwerepaidforbyagrantwrittenbylibrarymanagementfortheprogram.-Richard Enfield, University of California

Martin – Taking 4-H Science on the Road to Enrich Summer Learning.Formorethan20years,Summer4-HonWheelshastravelledtoparks,apartmentcomplexes,andschoolsinIowaCityandJohnsonCounty.Scienceisthecoreofthehands-onlearningatthetwo-hourweeklysessionsforsevenweeksduringthesummer.Partnershave included IowaCityCommunity Schools (YetAnother Learning Experience-YALE), JohnsonCounty SocialServices,IowaCityParksandRecreation,andnumeroussummerprogramsites.Duringsummer2010,500youthparticipatedintheprogramat19locations.Thescienceemphasisrotatesannuallythroughlifescience,physi-calscience,andearth/spacesciencebasedontheK-8CurriculumRegionalFrameworkforschoolsintheGrantWoodAreaEducationAgency(AEA).ThescienceconsultantfromtheGrantWoodAEAmetwiththe4-HstafftoreviewtheIowasciencecorecurriculumandsuggestwaystohelpthesummercurriculumsupporttheschoolyearcurriculum.

Anothersummerprogram,GEAR-TECH-21,combinesrobotics,GPS(globalpositionsystems),andGIS(geograph-


icinformationsystems).The4-HprograminNebraskareceivedaNationalScienceFoundationgranttodevelopandleadtheprogramtoinspireyouthtoenterSTEMcareers.Toexpandtheprogram,JohnsonandLinnCounty4-Hreceivedgrantsforthe2010summerprogram.Youthwererecruitedthroughtheschoolsandthrough4-H.–Janet Martin, Iowa State University

Mullens – Partnering with Camps to Promote Environmental Stewardship. TheYouthWetlandsEducationandOutreachProgram(YWP)providestheprimaryfundingfortwoenvironmentally-basedsummercampsthatfocusspecificallyonwetlands.Bothcampshavedirectorsthatorganizeandimplementthecamps,whiletheYWPof-ferslogisticalsupportandin-kindcontributions.Atthebeginningofeachcalendaryear,programstaffmeetwiththecampdirectorstodeterminefinancialneeds,staffingneeds,reportingguidelines,andimprovementstothecurriculum.Detailsoneachcamp:

• MarshManeuversisafive-daycampheldonastatewildliferefugeincoastalLouisiana.Highschoolyouthareimmersedinwetlandecologylessons,includingfishing,crabbing,castnetting,waterchemistrytesting,wildlifeobservation,seafoodprocessing,boating,policydebates,andmore.ThecampisacollaborationbetweentheYWP(LSUAgCenter4-H),LouisianaSeaGrant,LouisianaDepartmentofWildlifeandFisheries,andafamily-ownedcorporation,theMcIllhennyCompany.

• WildWoodsWanderingsisafive-daycampprovidinghighschoolparticipantswithfirst-handexperiencesinaforestedwetlandecosystemonanationalwildliferefugeinNorthLouisiana.Campactivitiesconsistofoutdoorsurvivalskilltrainingandclassesonmapandcompassskills,waterquality,publicpolicy,pollution,andaquaticeducation.ThiscampisacollaborationbetweentheYWP(LSUAgCenter4-H),LouisianaDe-partmentofWildlifeandFisheries,LouisianaDepartmentofNaturalResources(LaDNR),NortheastDeltaRC&D,PovertyPointStateParkandHistoricSite,U.S.FishandWildlifeService,UnitedStatesDepartmentofAgriculture,NaturalResourcesConservationService,LouisianaDepartmentofEnvironmentalQuality,LouisianaDepartmentofCulture,RecreationandTourism,andtheMurphyFamilyFoundation.

Inaddition,theYWPprovidesthecurriculum,staff,andfundingforthe“WetlandsTrack”heldat4-HCampGrantWalkerandLouisianaOutdoorScienceandTechnology(LOST)Campthatisbasedonthe4-HScienceMandate.Over4,000youthin4th-8thgradeparticipateinthesecampsthatareofferedfor10weeksoverthesummer.Throughthis“WetlandsTrack,”youthreceivehands-onexperienceinwetlandenvironments,andaremotivatedtobecomeambassadors forwetlandpreservation,conservationandrestoration,andtobecomeresponsibleenvironmentalstewards.–Ashley Mullens, Louisiana State University

Nichnadowicz – Corporate Sponsor Provides Funding and Scientists for 4-H Summer Program. The UnionCounty,NewJersey4-HSummerScienceProgramdevelopsinterestinscienceandsciencecareersinlow-incomeyouth.Theprogramtargetsyouthin1st-6thgradesresidinginElizabeth,Plainfield,andRahway.Since1992,forsevenweekseachsummer,4-HsciencefacilitatorstravelfromtheUnionCounty4-HCenterto19partneringdaycampstoprovideinformalscienceprogramming.Thenumberofyouthservedhasdoubledsinceitsinception,andinrecentyearstheprogramhasservedover600youtheachsummer.Theprogram’slongevityandgrowthisatleastinpartduetothefactthatitfulfillsalegitimateneedforinformalscienceeducation.Theprogramhasbeenfundedsince1993byapharmaceuticalcorporationlocatedinUnionCounty.

4-HSummerScienceemphasizesscienceprocessesusingtheexperiential learningmodel.Adifferentsciencetheme ispresentedeachyear.Somepast themeshavebeen thehumanbody,aeronautics, robotics,kitchenchemistry,andphysicswithtoys.Youthalsolearnaboutsciencecareersthroughvisitsfromscienceprofessionalssuchaslabtechnicians,researchers,chemists,andsoforth.Manyofthesescientistsarefromthesamephar-


maceuticalcorporationthatfundstheprogram.Themajorityofyouthhavenevermetascienceprofessionalinperson.Programevaluationshavedemonstratedanincreaseinyouthinterestinscienceasafieldofstudyandas a career.

The4-HSummerScienceProgramisuniqueinUnionCountyinseveralways.First,itisa4-Hprogramthatisnotvolunteerorclub-based.Duetotheintensivenatureoftheprogram,itwasdecidedthatusingpaidemployeeswouldworkbest–tomaintainqualityprogramming,4-Hhirescertifiedteacherstofacilitatethelessons.Second-ly,thisprogramwasthefirstofitskindinthecountytobringinformalscienceeducationtodaycampslocatedinlow-incomeareas.Althoughscienceisstudiedinthecounty’selementaryschools,ithadrarelybeenofferedataprofessionallevelthroughthesummerdaycamps.Lastly,thisprogramwasimplementedwithseveralgroupsinthecountywhohadnotpreviouslycollaboratedwith4-H. –Jim Nichnadowicz, Rutgers University

ResourcesBuilding Quality in Summer Learning Programs: Approaches and Recommendations –identifiesthedifferentsettingsinwhichsummerprogramsfordisadvantagedyouthmostcommonlytakeplace–schools,parksandrecreationdepartments,community-andfaith-basedorganizations,andchild-careprograms–andexaminesthelimitationsandopportunitiespresentedbyeachinbuildingbetterprogramming.Availableathttp://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Docu-ments/Building-Quality-in-Summer-Learning-Programs.pdf.

Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth –summarizesfindingsfromanextensiveliteraturereviewthatwasconductedtoidentifythemostpromisingmodelsandapproachesformeetingtheneedsoflow-incomechildren,youth,andfamilies during the summermonths. Available athttp://www.childtrends.org/Files/Child_Trends-2009_06_17_FR_Sum-merLearning.pdf.

National Summer Learning Association –theNationalSummerLearningAssociationservesasanetworkhubfor thousands of summer learning program providers and stakeholders across the country, providing tools, resources, and expertise to improve program quality, generate support, and increase youth access and participation. The association offers professional development, quality assessment and evaluation, and bestpracticesdissemination.Availableathttp://www.summerlearning.org/.


http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Documents/Building-Quality-in-Summer-Learning-Programs.pdf



http://www.childtrends.org/Files/Child_Trends-2009_06_17_FR_SummerLearning.pdf

http://www.childtrends.org/Files/Child_Trends-2009_06_17_FR_SummerLearning.pdf

http://www.summerlearning.org/

IntroductionPartneringwithCityGovernmentandCityParksandRecreationDepartmentsprovidesopportunities to takeCooperativeExtensiontothemunicipal level–workingtogethertosupporteachother’seffortstoservetheneedsofcityresidents.Citygovernmentsaretypicallyinvolvedinyouthdevelopmentandout-of-school(OST)initiatives–oftenthroughaDepartmentofRecreation,DepartmentofCommunityandYouthDevelopment,orsimilarunit.Citygovernmentsrecognizethevalueofprovidingprogramsthatengageyouthandhelppreparethemforproductivefuturesandtobecontributingcommunitymembers.Insomecases,Citiesdirectlyadminis-terafterschoolandsummerprograms,butmoreoftentheyprovidesupporttocommunity-basedorganizationstoadministertheOSTsites.Citiesoftenoverseeanddistributefederalandstateresourcestargetedforyouthdevelopment.Inaddition,throughtheappropriatedepartmentaloffice,theCityoftenservesasacommunity-wideorganizerofyouthandOSTservingorganizationsandproviders.TheNationalLeagueofCities(NLC)worksonbehalfofmunicipalleadersacrossthecountrytohelpthemimprovetheircommunities.TheNLC’sInstituteforYouth,EducationandFamilies(seeResourcesbelow),hasseveralpublicationsoutliningpromisingpracticesforCityeffortsintheareasofafterschool,summer,andyouthprogramming.4-Hprofessionalsworkinginurbancommunitiesshouldfamiliarizethemselveswiththeworkofcitygovernmentandbecomeawareofopportuni-tiesforpartnerships.

CityParksandRecreationDepartmentshaveanabundanceofresourcesavailabletohelpfurther4-HScienceprogramming–includingparksandnaturalistsavailableforoutdoorexplorationandenvironmentaleducation.Throughrecreationdivisions,Citiesoftenhavecommunitycentersandrecreationcentersthatareinterestedinnon-recreationalprogramming.4-Hcangreatlyenhanceofferingsatthesesiteswithfun,engaging,andedu-cational4-HScienceprogramsthattakeadvantageof indoorandoutdoorenvironments.ThepurposeofthischapteristooutlinepromisingpracticesforworkingwithCityGovernmentandCityParksandRecreationDe-partmentstoprovidequality4-HScienceprogramstourbanyouth.

Promising PracticesThepromisingpracticesforPartnering with City Government and City Parks and Recreation are subdivided into twocategories:(a)CityGovernmentand(b)CityParksandRecreation.

City Government

1. Understand as much as possible about the City’s involvement in youth development and OST efforts.ThereisoftenmoretoCityyouthprogrammingthanisinitiallyapparent.Somequestionstoask:

• DoestheCityadministerprogramsitesacrossthecity?

• DoestheCitysupportcommunity-basedorganizations(CBOs)whoadministerOSTsites?

Partnering with City Government and City Parks and Recreation

• DoestheCityadministeryouthdevelopmentand/orOSTgrantsorcontracts?

• Whatlevelofsupportand/orresourcesdoestheCityprovidetotheyouthdevelopmentandOSTplayersinthecommunity?

• Whatroleisappropriatefor4-H?

2. Learn about federal and state funding coming to the City to support youth development and/or OST initiatives. Commonfundingstreamsmayinclude:CommunityDevelopmentBlockGrants,U.S.DepartmentofJusticeOfficeofJuvenileJusticeandDelinquencyPreventionGrants,U.S.DepartmentofJusticeWeedandSeedGrants,21stCenturyCommunityLearningCenterGrants,andsoforth.Determinewhetherthereisanap-propriaterolefor4-HScienceprogramsinthecontextofthesegrantprograms.

3. Maintain or increase visibility “at the table.” Help City officials get to knowwhat is available from 4-H. Advocatefor4-HScienceprogramsandthebroaderyouthdevelopmentandOSTfield.Visibilitycanleadtosubstantialpartnershipsandresources.

• Attendtheannualyouthsummit,localOSTconference,orothertypesofcommunity-wideeventsforthoseinyouthdevelopmentandOSTfields.Theseareoftensponsoredbythemayor’sofficeorotherappropriatedepartmentaloffices(e.g.,DepartmentofYouthandCommunityDevelopment,DepartmentofParksandRecreation,etc.).

• ParticipateinCitysponsoredyouthdevelopmentandOSTstrategicplanning,assetmapping,andneedsassessmentefforts.

• OffertoserveonyouthdevelopmentandOSTboards,advisorygroups,commissions,andsoforth.

4. Develop a niche in areas that require technical assistance unique to 4-H and the Land Grant University System. BeawareofCitygovernmentinitiativesthatmayrequirespecializedassistance,suchascommunitygardens,positiveyouthdevelopment(PYD)training,OSTscience,andsoforth.

5. Provide positive youth development, curricular, and/or program training for City staff.Manygrantsrequirestafftraining.Lookforopportunitiestotrainstaffatcommunity/youth/recreationcenters,summercamps,andafterschoolsites.

6. Explore possibilities to become involved with summer jobs programs for teens.Manycitiessponsor these opportunitiesusingstateandfederalfunding,oftenassociatedwiththelocalWorkforceInvestmentBoard(WIB).

7. Involve youth in 4-H Science activities that support City issues or needs. Contact the relevant City depart-mentstoseewhethertheyneedassistancewithcommunitymappingprojects,waterqualitytesting,andsoforth.Discoverhowtoinvolve4-HteensonCityYouthCouncils(Mayor’sYouthCouncils),Commissions,orBoards.

8. Invite the mayor, city council members, departmental administrators, and collaborating staff to program show-cases and 4-H/Extension stakeholder meetings.Includethemonmailinglistsfornewslettersandtheannualreport. Invitethemtoaddress4-Hyouthgroupsorparticipateinotherways(e.g.,panelists,judges,etc.).Utilizecommunityrooms/spaceatCityHallforprogramshowcasesanddisplays,andinviteCityofficialstoparticipate.Provideoppor-tunitiesforyouthtopresenttotheCityCouncil,Citydepartments,orothergovernmententities.

59Partnering with City Government and City Parks and Recreation

9. List your program in online citywide directories of youth serving organizations. Advertisetheservices4-Hhasavailableforyouthaswellascollaboratingorganizations.

10. Disseminate program successes - continuously.Themorethemayor’sofficeorotherappropriatedepartmen-taladministratorsknowabout4-H’seffortsintheCity,thebetter.Visibilitycanleadtosubstantialpartner-shipsandresources!

City Parks and Recreation

1. Discover available city, county, state, and federal public spaces and parks in or near urban communities. Developaworkingrelationshipwithparksandrecreationdepartmentsorparkcommissions.

2. Work with city, county, and state parks and recreation departments to get urban youth connected to local outdoor resources.Parksareoftenunderutilizedbyurbanresidents,andmanyparksystemsareinter-estedinwaystohelpconnecturbanyouthtotheoutdoors.Outdoor/environmentaleducation,adventure programming, and exploration are niches that 4-H programs are able to fill based on staff expertise, resources, and interests.

3. Partner with park planners and designers to develop appropriate, engaging environments. Emphasize“coolcontexts” – themore diverse and engaging a learning environment is – themore likely itwill be used. Educateplanners/designersaboutyouthdevelopmentandageappropriateenvironments.Evenbetter,haveyouthworkwiththemdirectly!

4. Utilize public parks as venues for programming.Publicparksaregreatresourcesforongoingprogramsinthesciences,buttheyarealsogreatvenuesforsummercampprograms,eitherasacomponentofaprogramorforhostingtheentirecamp.

5. Engage park naturalists or other science educators in 4-H Science programs.Parksciencestafflovetosharewhattheyknowwithyouth.Involve4-Hyouthinrelevanteducationalprogramssponsoredbytheparks.

6. Look for opportunities for youth to engage in beautification, urban forestry, or other major planting projects conducted by City Parks and Recreation.Suchactivitiescansupportapplicationofconceptslearnedin4-HScienceprogramswhilereinforcingprinciplesofcommunityengagement.

7. Take advantage of outdoor environments to hold meetings. Thereareanumberofadvantagestomeetingoutdoors(e.g.,awarenessofnewparks/facilities,demonstratingcommitmenttoactivescience/nature,ne-gotiatingamorecomplexenvironment,etc.).Ensureeveryoneisawarethemeetingwillbeoutsideandthattheyneedtocomedressedfortheconditions.

Case StudiesArnett – 4-H + Five Rivers MetroParks = Adventure Central.AdventureCentralisacommunity-based,positiveyouthdevelopmentpartnershipbetweenthecountyparkssystem(FiveRiversMetroParks)and4-H.AdventureCentralisphysicallylocatedina60-acreparkthatincludesrecreationandhikingtrails;acreek;andabuildingwithfiveclassrooms,alargemultipurposeroom,andakitchen.AdventureCentralhasservedat-riskchildrenandtheirparentsintheWestDaytoncommunityforover10years.Thecommunityidentifiedaneedforpositivede-velopmentopportunitiesforyouthandtheirfamiliesthroughscienceactivities.Thepartnershipexistsbecause



bothorganizationsrecognizedthatalonetheydidnothavethecapacitytoaccomplishthisgoal.Thispartnershiphascreatedexciting,engaging,anddiverseoutdoorlearningcontextsthathaveincreasedyouth’sparticipationintheoutdoorworldandimprovedtheirattitudesregardingtheenvironment.

The partnership with Five RiversMetroParks supports the 4-H summer teen work-based learning program,Job Experience and Training (JET). In this program, urban youth engage in work and learning experiences relatedtoaparkscareer.Eachsummer20-25teensareplacedinavarietyofrolesandmentoredbyanadultsupervisorduringtheeight-weekprogram(seealsoArnett Case Study in Staffing with Teenagers and Teens as Cross-Age Teachers).

Anothergoalofthepartnershipistomoveindividualstoindependentuseofparkfacilities.Manyfamiliesarenotfullyawareofwhatisofferedattheparks.Thisleadstounderutilizationofparkresources.Inadditiontohostingfamilyeventsintheparks,AdventureCentralincludesfieldtripstootherparkareaswheretheprogramcouldbenefitfromanoutsidespeakeronaparticularsubjectorfromaspecializedenvironment.Staffdevelopmentsessionshavealsobeenledbyparksstaffwithourteamtoimprovepracticesandskills. -Nate Arnett, The Ohio State University

Randolph-Benjamin, Davis-Manigaulte – 4-H Partners with a Citywide Urban Forestry Initiative.Aspartoftheirongoingurban4-HScienceinitiative,theNewYorkCity(NYC)4-HYouthDevelopmentProgramistakingpartintheMillionTreesNYCproject,acitywide,public-privateprogramenactedtoplantandcareforonemillionnewtreesacrossthecity’sfiveboroughs.TheCityofNewYorkwillplant60%ofthetreesandtheother40%willcomefromprivateandcommunityorganizations,suchas4-H.NYC4-Hispromotingthreecomponentsoftheproject:

• Tree Planting:4-Hjoinedcitywidevolunteerplantingsinparksandabandonedurbanareas,andcurrentlypartnerswiththeNYCParksDepartmenttosupplyfreetreestocommunityresidentsand4-Hclubsforplanting.

• Stewardship/Community Beautification:4-Hstudentsbecamestewardsoverexistinggardensandtrees,adoptingneglectedcommunitygreenspaces,maintainingtreepits,conductingcommunityclean-upsandplantings,andbuildingraisedbedstoplantflowers.4-Hprovidedstartersuppliestogroups.

• Environmental Education: 4-H Groups learned about urban horticulture, community mapping andthe environment through 4-H Junior Master Gardener® (JMG) curriculum and MillionTreesNYC EducationalResources.

This initiativetargetsdiverseethniccommunities inallfiveboroughs,historicallyunderservedandunderthenational average forhouseholdmedian income, including:Harlem,WashingtonHeights,BedfordStuyvesant,CrownHeights, FortGreen,Bushwick,Brownsville, Jamaica, Flushing, FarRockaway, SouthBronx and StatenIslandthroughtheir4-Hclubs.

NYC-4-Hhosted two science-related trainings, the JMG® training, a gardeningprogramoperatednationwidethroughtheCooperativeExtensionnetworkandtheEnvironmentalStewardshipproject.Fourteenvolunteersparticipated.TheJMG®curriculumintroducesyouthto“hands-on”groupand individual learningexperiencesthatpromotea loveofgardening,developanappreciationfortheenvironment,andcultivatethemind.Thiswillhelppreparestudentsforspringgardening.TheEnvironmentalStewardshipprojectincludedareviewofthesummerpilotprojectandlessonslearned.Atotalof104-Hsiteswillparticipateinfallbulbplantingaroundtree

pits and other green spaces. -Lucinda Randolph-Benjamin and Jackie Davis-Manigaulte, Cornell University

Ripberger – Shared Resources Support Shared Goals. InMercerCounty,NewJersey,4-HhaspartneredwiththeCityofTrentonDepartmentofRecreation,NaturalResources,andCulturesince2003.Atthetime,theCitywasadministering10afterschoolandSaturdayprogramsthroughoutTrenton,and4-Hwasconductingoutdooredu-cationandadventureprogramsforyouthatthecollaboratingsitesthrough4-HAfterschoolAdventure.Forthisprogram,4-Htapsintocountyandstateparks–suchasa70-milecanaland2,500acreparkwithmilesoftrailstoexposeurbanyouthtooutdoorenvironments.TheoriginalpartnershipincludedfundingfromaWeedandSeedgrant fromtheDepartmentof Justicethatprovidedsupport foryouthdevelopmentprogrammingatschool-basedandcommunitycentersites.4-HservedasamemberoftheCity’sWeedandSeedsteeringcommitteeandparticipatedincitywideyouthsummitsandboardshostedbytheDepartmentofRecreation.Since2005,4-HhaspartneredwithCitysitestoinvolveyouthinitsHorsesandYouthafterschoolandsummerprogramsattheMercerCountyEquestrianCenter,afacilityofthecountyparkcommission.Startingin2006,4-HhasprovidedtraininginpositiveyouthdevelopmenttoCityafterschoolandsummercampfrontlinestaff.Withinterestinad-ditional4-Hprogramming,theCitybeganprovidingsalarysupportforafull-time4-Hprogramassociatein2008,whichallowed4-Htoexpanditsscienceprogrammingandthenumberofsitesserved.EventhoughtheCitynolongerdirectlyadministersschool-basedprograms,theycontinuetosupportcommunityorganizationsthatprovideOSTprogramsandcontinuetoadministerCityownedcommunityandrecreationcenters.In2008,theypartneredwith4-Htoinstallalow-elementchallengecourseatoneofitsrecreationcenters.Since2008,theCityhasprovidedtransportation,busanddriver,formultipleweeksof4-Hsummerprograms.-Chad Ripberger, Rutgers University

ResourcesNational Recreation and Park Association -NRPAistheleadingadvocacyorganizationdedicatedtotheadvance-mentofpublicparksandrecreationopportunities,http://www.nrpa.org/.NationalandstateaffiliatesofNRPAare available at http://www.nrpa.org/stateassociations/.

National League of Cities’ Institute for Youth, Education and Families -includesinformationontheirafterschoolandyouthdevelopmentinitiatives.TheInstitute,aspecialentitywithintheNationalLeagueofCities(NLC),helpsmunicipalleaderstakeactiononbehalfofthechildren,youth,andfamiliesintheircommunities.Availableathttp://www.nlc.org/iyef/.Severalrelevantpublicationsmaybefoundathttp://www.nlc.org/find-city-solutions/iyef/afterschool (under tools and resources tab) and http://www.nlc.org/find-city-solutions/iyef/youth-civic-en-gagement (under tools and resources tab).


http://www.nrpa.org/

http://www.nrpa.org/stateassociations/

http://www.nlc.org/iyef/

http://www.nlc.org/find-city-solutions/iyef/afterschool


http://www.nlc.org/find-city-solutions/iyef/youth-civic-engagement


IntroductionOneofthegreatestadvantagesofworkinginurbanareasisaccesstomultipleinstitutionsofhighereducation.Urbanareasaremorelikelytohaveagreaterdensityofcollegesanduniversitiesthanothergeographicareas.Alandgrantuniversity(LGU)mayormaynotbenearby,butthereareotherinstitutions,includingtechnicalandcommunitycollegesthatareeagertoworkwith4-HScienceprograms.Makeconnectionswiththeirscience,en-gineering,technologyandeducationdepartmentsbeforeaneedarises.Ittakestimetobuildtheserelationships,andmanyopportunitiesmustbeplannedatleastasemesterinadvance!

Anotheradvantagetourban4-HScienceprogrammingisthattheproximityofyouthtocollege/universitycam-pusesmakesitrelativelyeasytoprovideon-campusexperiences.Connectingyouthtocampusesnotonlyen-riches4-HScience,butmayalsoleadyouthtopicturethemselvesattendingcollegeinthefuture.Themysteryisstrippedaway,andacollegeeducationmayseemmoreaccessible.

Opportunities abound on campuses for career exploration, Science Saturdays, summer workshops, confer-ences,camps,andsoforth.Planprogramsthatwillgetyouth into labs,provideopportunitiesto learnaboutandparticipate inon-going researchandscienceactivities,andallowthemtomakepresentations (includingpostersessions)tofaculty,staff,graduateandundergraduatestudents.Thekeyistoexposeyouthtoongoingscience research andcollege life!Thepurposeofthischapter istosharepromisingpracticestohelpdevelopandsustainsuccessful4-HScienceprogramsinpartnershipwithfaculty,staff,andstudentsaturbancolleges anduniversities.

Promising PracticesThepromisingpractices forPartnering with Colleges and Universities and Campus-Based Scientists are subdi-videdintofourcategories:(a)ProgramPlanningandEvaluation,(b)DevelopingandSustainingPartnerships,(c)Staffing,and(d)Training.


1. Read the chapter 4-H Science Program Design – 4-H Science Checklist.Thischapterprovidesfundamental programplanningandevaluationinformationrequiredforsuccessful4-HScienceprograms.Theinformation containedhereisspecifictoworkingwithcollegesanduniversitiesandcampus-basedscientiststodevelopanddeliver4-HScienceprograms.

2. Utilize college/university conference services for assistance in planning on-campus programs.Theyareinthebusinessofprovidingsupportforplanningandlogistics,andwillassistineverythingfromfoodservicetolodging.Thisisespeciallyimportantiftheprogramrequiresanovernightstay.

Partnering with Colleges and Universities and Campus-Based Scientists

65Partnering with Colleges and Universities and Campus-Based Scientists

3. Include on-campus Science Saturdays.Thisisarelativelyeasywaytogetyouthtocampus.ScienceSaturdayscansupplementexistingscienceprograms.

4. Tap into Collegiate 4-H to help facilitate on-campus programs.Youthenjoyinteractingwithcollegestudents.Collegiate4-Hmembersmayneedserviceprojects,andmaybemorethanwillingtohelpwithsciencepro-grams.IfaCollegiate4-Hprogramdoesnotexistonthecampus,considerstartingone.

5. Arrange for urban youth to attend existing 4-H campus-based programs.Allowurbanyouthtofeeltheyarepartofagreatercommunitybyincludingtheminexistingprograms,activities,andevents.

6. Take advantage of resources developed or recommended by the University. Universities are a wealth of resources (research, curricula, volunteers, scholarships, labs, etc.).


1. Read the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability. Thisintroductioncontainscritical“overarchingprinciples”thatarevitaltodevelopingandsustainingpro-grampartners.Theinformationincludedhereisspecifictopartneringwithcolleges/universitiesandcam-pus-basedscientists.

2. Stay focused on 4-H Science program goals.A“golden”opportunitytopartnerwithcampusscientistswillalignwithgoals,needs,andcurrentprogrammingagenda(seealso 4-H Science Program Design – 4-H Science Checklist).

3. Increase visibility of 4-H Science on campus.Themorepeoplewhoknowabout4-Hscienceprograms,themorelikelytofindtherightpartners.On-campusvisibilitywillincreasethepoolofpotentialpartners.

• Attendrelevantcampusmeetingsandfaculty-studentmixers.

• Createprogramfactsheetsthatcanbereadilysharedwithappropriatesciencefacultyandstaff.

• Announcepartnershipopportunitiesandnewprograminitiativesincampusanddepartmentnewsletters.

• Distributeannouncementsaboutnewprogramdevelopments(e.g.,awardsorrecognition,newfunding,majorprogramaccomplishments,youthsuccesses,evaluationresults,etc.).

4. Join informal science education and/or STEM networks or coalitions hosted by universities. ThesecoalitionsareoftensponsoredbytheSchoolorCollegeofEducation,andmayprovideopportunitiestogetsub-grants,cashsupport,and/orin-kindsupportfor4-HScienceefforts.

5. Locate a champion at the college or university.Identifyafacultyorstaffmemberwithsimilarintereststocreateapartnership.Universitiescanbedauntingtoengagewithfromtheoutside,butaninsidesourcecanprovidemuchneededassistance,suchasfacilitatingconnectionswithhis/hernetwork.Potentialconnec-tionsandopportunitiescouldbeendless.

6. Gain support from the dean’s office.Createopportunitiesforthedeantorecognizeandsupportfacultywhoparticipatedin4-HScienceprogramsduringtheyear(e.g.,wineandcheesereception,acknowledgmentincampusnewsletterorcampus-widefacultyevent,etc.).

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7. Know which projects will interest faculty and campus-based staff.Gettoknowsciencefacultyandstaff.Lookforintersectionsbetweenfaculty/staffinterestsandcurrent(andprojected)4-HScienceprogramming.

• Developrelationshipswithrelevantsciencedepartments,andaskfortimetopresentatdepartmentmeetings.

• Attendcampusandcommunitypresentationsbysciencefaculty/staff.

• Readcampusanddepartmentnewslettersandblogstolearnabouttheworkoffacultymembers.

• Becomefamiliarwithjournalarticlesandpublicationsbyfacultyinareasrelatedto4-HScienceprograms.

• Meetwithfacultyindividuallyorinsmallgroupstodiscusstheirworkandanypotentialforcollaboration.

• Invitefacultytovisitcurrent4-HScienceprogramstofamiliarizethemwiththecontentandaudience.

8. Utilize college/university faculty, staff, and students as content rich volunteers.Theycanserveinavarietyofways(e.g.,skillathons,workshops,facilitators,judges,advisoryboardmembers,geocaches,engineeringdays,trainings,etc.).FormoreinformationseeStaffing with Content Rich Volunteers.

9. Recruit campus science faculty and staff as mentors.Campusfaculty/staffcanserveasmentorsforindepen-dentyouthscienceprojects.Theycansupportyouthandtheirprojectsthroughelectroniccommunicationorface-to-faceinteractions/meetings.

10. Look for opportunities to partner with faculty on grants with a K-12 outreach component.Moreandmoreof-ten,scienceandtechnologygrantsaimedaton-campusscientistsalsoincludeayouthoutreachcomponent.Targetscientistsinfieldsthatsupportcurrentorprojected4-HScienceprograms,anddeveloprelationshipsbeforegrantannouncementsarereleased.

11. Partner with faculty on curricula/program development. This is especially effective when the 4-H Science program has identified a need in the field and can work with campus faculty to generate appropriatematerials.

12. Contact the person in the dean’s office responsible for student recruitment and orientation programs.

• Therecruitmentofficermayhaveuniversitygiveawaysavailableforyourparticipants,andwillbemorethanwillingtospeaktotheyouthaboutthecollegeoruniversity.

• Ask whether the college or university has a program that targets educationally and/or economically disadvantaged high school youth (see Educational Opportunity Fund in Resources below). Current college students in these programs may help facilitate 4-H campus-based programs and/or serve as mentorstothe4-Hparticipants.Theyareagreatresourcetodiscussadmissions,financialaid,andotheritems withparticipants.

13. Cultivate relationships with student groups/organizations.Studentgroups/organizationsoftenlookforser-viceopportunities in theircommunity.Developaworkingrelationshipwith faculty/staffadvisors,as theyusuallyserveformultipleyearsandwillofferbettercontinuitythanonlyworkingwiththestudents.

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Staffing

1. Advertise on-campus for student interns and AmeriCorps Members.Theycanprovidestaffingforafterschool,summer,andclubprogramming.Studentsmayneedtofulfilluniversityservice-learningrequirements,ortheymayneedfieldexperiencesiftheyareinateachereducationprogram.Somestudentsmayjustwanttoaddexperiencetotheirresume.(See also Staffing with Americorps Members).

2. Utilize college and university job placement resources.Allcollegesanduniversitieswillhavesomekindofjobplacementserviceforstudents.Callorvisittheofficetolearnhowtobestusethisresource.

3. Develop and mine relationships with graduate faculty.Often,relationshipswithfacultycanleadtointerns(undergraduate and graduate students).

Training

1. Read the chapter Training Others to Deliver High Quality Science Programming.Thischapterprovidesanin-depthdiscussionofpromisingpracticesfortrainingstaffandvolunteers.Thepromisingpracticescontainedherearegearedspecificallytoworkingwithcollegeanduniversitystafftodeliver4-HScienceprograms.

2. Provide campus scientists with clear expectations for teaching/facilitating youth programs.Itiscriticalthatcampus-basedscientistsgetthetrainingandsupportneededtoensuresuccessful interactionwithyouthaudiences.HelpthemunderstandthataPowerPoint/lectureformatinalargelecturehallwillnotwinyouthovertothesciences.Assistthemincreatinghands-ondemonstrationsandactivitieswithahighdegreeofyouth appeal.

Case StudiesArnett – Engaging a Local, Non-LGU in 4-H Programming. AdventureCentral isapartnershipbetweenOhioState University (OSU) Extension 4-H and Five RiversMetroParks. Due to its location in Dayton, Adventure Central’sprimaryuniversitypartner forprogrammingefforts is theUniversityofDayton–notOSU, theLGU located70milestotheeast.LeadershipatAdventureCentralhasinvolvedtheUniversityofDaytoninthreeways.

• EnvironmentalInstrumentationLab:EILisacapstonesemestercoursedesignedtogiveUniversityofDay-tonsciencestudentshands-onexperiencesinthefieldusinglabequipmentandtechniquestostudycur-rentenvironmentalissues.EILstudentsworkwithAdventureCentralyouthtoassesstheWolfCreekwater-shedthroughwaterqualitymonitoringanddiscusshowthewatershedrelatestotheirlives.4-HyouthvisittheUniversityofDaytontolearnaboutcollegelifeandcareeropportunities.Theytouralaboncampus,meetwithprofessors,andcreateapresentationabouttheirwatershedfindingsandtheirlearningexperi-encesthroughoutthesemester.

• NeighborhoodSchoolsCenter:AdventureCentralpartneredwiththeUniversityofDayton’sFitzCentertoprovideleadershipforanoutreachafterschoolprogramatFairviewElementary,oneoftheNeighborhoodSchoolCentersiteswithDaytonPublicSchools.About30collegestudentsworkedwiththeAdventureCen-tralafterschoolprogrameachyear.Theyprovidedhelpwithhomeworkandscienceprojects,andassistedaclubof10-12youthovertheacademicyearwithweeklyscienceactivities.

• RiverLeadershipCurriculum:Thisisacurrentstudentprojecttodeliveranoutreacheducationalprogram


regardingtheWolfCreekwatershedthatrunsthroughtheparkatAdventureCentral.Itwillbeacollab-orativeprocessaspartofacourseattheUniversityofDaytonthatwillyieldstaffdevelopmentandyouthprogramsinsupportofthesummerdaycamp.–Nate Arnett, The Ohio State University

Davis-Manigaulte – Collaborating with Campus-Based Faculty to Develop 4-H Curricula.TheCollegeAchieve-mentthroughUrbanScienceExploration(CAUSE)projectservesasamodelpartnershipbetween4-Handcam-pus-basedscientists.Incollaborationwithuniversityfaculty,4-Hhasdevelopedcurriculasuchas Grow with the Flow, Gardening in the City,andmostrecentlythedraftcurriculumfortheCAUSEproject.Thecurriculumdevel-opmentprocessforGrow with the Flowinvolvedcreatingaprojectplanwithaseriesoflessonsbaseduponthecoreconceptsoftheproject.4-HworkedwithgraduatestudentsandExtensionstafftoidentifysitesthroughoutthestateforpilotingthecurriculum(gatheringfeedback;modifyinglessons;andproofing/editingbyfieldstaff,teachers,youthworkers,andvolunteers).

TheCAUSEcurriculumhasbeenpilotedonceandisintheprocessofbeingrevisedduringthesecondyearofpro-gramimplementation.Pre-postevaluationtoolshavebeendevelopedandarebeingadministeredasplanned.Afacultyadvisorprovidedguidanceandinputtoagraduatestudentthroughoutdevelopmentoftheinitialversionofthecurriculumandprovidesongoinginput,communication,andencouragementforthestudentsandoverallproject.Thefacultyadvisoralsoservesasaresource–referringotherfacultymembersandagencyleaderstoexploreotherprojectsthatmightbedevelopedtobuilduponcurrent4-HScienceinitiatives.Inaddition,collabo-ratingfacultyhaveinvitedExtensionfaculty/stafftopresentjointworkshopsatstateandnationalconferences.–Jackie Davis-Manigaulte, Cornell University

Martin – Partnering with a STEM Coalition and College of Engineering for Summer Camps.Summerprogramsusing the Engineering is Elementary© (MuseumofScience,Boston)curriculumarepartoftheCorridorSTEMInitiative,inpartnershipwiththeK-12CoordinatorfromtheCollegeofEngineeringattheUniversityofIowa.TheCorridorSTEMInitiative(CSI)isaimedatengagingIowanstohelpshiftthecultureandmindsetaroundmath,sci-enceandtechnology.TheCSIprogramissponsoredbylocalbusinesses;theGrantWoodAreaEducationAgency;schooldistricts;andcollegesanduniversities,includingIowaStateUniversityExtensioninJohnsonCountyandtheUniversityofIowaCollegeofEngineering.In2007,asaresultofplanningbytheCSIout-of-schoolcommit-tee,theUniversityofIowawasawardeda$25,000grantthroughtheRoyJ.CarverCharitableTrust.TheK-12CoordinatorandISUExtensionofJohnsonCountydevelopedplansforEngineeringisElementary(EiE)programs.

ISUExtensionscienceresourceswerecombinedwiththeEiEcurriculumforthesummerexperientialsciencepro-gram.TheEngineeringisElementaryprogramgoalsareto:(a)increaseyouth’sunderstandingoftechnologyandengineeringineverydaylife,(b)teachyouthtoenhanceandapplytheirknowledgeintechnologyandengineer-ingthroughhands-onexperiments,(c)encourageyouthtoreadbooksthatenrichtheirunderstandingoftheseareas,(d)connectlearningabouttheseareasinsummerprogrammingwithlearningintheschoolsetting,and(e)increaseawarenessamongyouthandtheirfamiliesaboutcareeropportunitiesintechnologyandengineering.TheEiEscienceprogramsfollowtwoformats:(a)three-hourweeklysessionsfor10days,or(b)two-hourweeklysessionsforsixweeks.Theyouthparticipantsare7-to11-year-oldyouth;thetargetageisyouthcompletingthirdandfourthgrades.Morethan300youthhaveparticipatedintheEiEcampsduringthelast3years. –Janet Martin, Iowa State University

Ripberger – University Community Engages Youth on Campus.Since2009,NewJersey4-Hhascollaborated

69Partnering with Colleges and Universities and Campus-Based Scientists

withprofessors,staff,andstudentsattheRutgersSchoolofEnvironmentalandBiologicalSciencestoprovideaweeklongresidentialscienceprogramforhighschoolyouthfromurbancommunitiesthroughoutthestate.StartedwithfundsfromaninternalExtensiongrant,theRutgers4-HSummerScienceProgramwascreatedtohelpaddresstheunderrepresentationofminoritypopulationsinthesciences.Throughparticipationinthepro-gram,highschoolyouth:

• Learnmore about science, explore researchoccurringon campus, and gain a betterunderstandingof opportunitiesavailableinscience,engineering,andtechnology.

• Explore opportunities at Rutgers University, experience campus-life, and learn about post-secondary education.

• Preparetoserveas4-HScienceAmbassadorsintheirhomecommunities.Asa4-HScienceAmbassador,youthworkwithlocal4-Hstafftoprovidescienceprogramstoyoungeryouthinafterschoolandsummercampsettings.

TheState4-HScienceAgent,JaniceMcDonnell,recruits,trains,andrecognizesthecampusscientistsfortheirroleintheprogram.Faculty,staff,andstudentsfromtheEquineScienceCenter,theCenterforRemoteSensingandSpatialAnalysis;theInstituteofMarineandCoastalSciences;andtheDepartmentsofAnimalSciences,Bio-chemistry,andFoodSciencehaveparticipatedintheprogram’sfirsttwoyears.Inadditiontohands-onlearningactivitiesinavarietyofsciences,youthgetafeelforwhatitisliketoliveoncampus.Mid-week,theyalsointeractwithanassistantdeanandapanelofundergraduateandgraduatestudentsataneveningsocial.Attheendoftheweek,youthworkinteamstocreateandpresentpostersaboutascienceareaofinteresttoadministrators,faculty,familymembers,andotherguestspriortoaclosingluncheonhostedbytheschool’sdean.Currently,TycoInternational,acorporationwithyouthachievementaspartofitsmission,isservingastheprimaryfundingpartner. –Chad Ripberger, Rutgers University

ResourcesEducational Opportunity Fund (EOF) – TheNew JerseyEOF is oneof thenation’smost comprehensiveandsuccessful state-supported efforts toprovide access tohigher education for economically andeducationallydisadvantagedyouth.TheEOFassistslow-incomeresidentswhoarecapableandmotivatedbutlackadequatepreparationforcollegestudy.Helpingstudentssucceedandgraduate,theEOFsupportsawidearrayofcampus-basedoutreachandsupportservicesatinstitutions.Availableathttp://www.nj.gov/highereducation/EOF/.

http://www.nj.gov/highereducation/EOF/

IntroductionLocalsciencecentersandmuseumsaretailor-madepartnerorganizationsfor4-HScienceprograms.Sciencecen-tersandmuseumshavethecapacitytoprovideawealthofresources(includingspaceforprogramsandevents),andareastellarsource for recruitingcontentrichvolunteers.Partneringwithsciencecentersandmuseumshelpstodevelopapositiveperceptionof4-Handtherelevantscienceprogramming4-Hprovidesyouth.

Itisimportanttorecognizethatsciencecentersandmuseumsarenotalways“labeled”assuch.Theycaninclude:botanicalgardens,workingfarms,zoos,naturecenters,andsoforth.TheAssociationofScience-TechnologyCentershasasearchabledirectoryofcenters(seeResourcesbelow).Thepurposeofthissec-tion is toprovidepractical informationand ideas fordevelopingand sustaining successfulpartnershipswithsciencecentersandmuseums.

Promising PracticesThepromisingpracticesforPartnering with Science Centers and Museums are subdivided into three categories: (a)ProgramPlanningandEvaluation,(b)DevelopingandSustainingPartnerships,and(c)MuseumResources.


1. Read the chapter 4-H Science Program Design – 4-H Science Checklist.Thischapterprovidesfundamentalprogramplanningandevaluationinformationrequiredforsuccessful4-HScienceprograms.Theinformationcontainedhereisspecifictopartneringwithsciencecentersandmuseumstodeliver4-HScienceprograms.

2. Take advantage of the trend in the science center community to support ongoing groups.Sciencecentersandmuseumsaredoingmoreprogrammaticoutreach(beyondthewallsoftheirfacilities),andareprovidingspaceatthecentersforgroupstouse,includingOSTorganizations(summerandafterschool).

3. Partner with science centers on National Science Foundation (NSF) Informal Science Education (ISE) grants. Sciencecentersandmuseumsareseekingpartnerorganizationstoinvolveyouthinlong-termprograms.

• Partnerwith thesciencecenter fromthebeginningof theproposalprocess toensure the4-HScience program’sinterestsandcontributionsareadequatelyrepresented.

• Includefundingforprogramsupplies,transportation,stafftime,andanyotheradditionalresourcesneeded.

4. Match 4-H Science program interests with exhibits at nearby science centers and museums. Procure the scheduleoffeaturedexhibitsassoonasitisavailabletohelpplanrelevantfieldtrips.

5. Work with science centers and museums to involve teen leaders. Thisisagreatwaytoengageolderyouthinthesciences.Teenscanserveaseithervolunteerorpaidstaff(seeStaffing with Teenagers and Teens as

Partnering with Science Centers and Museums

71Partnering with Science Centers and Museums

Cross-Age Teachers).Considerestablishingateengroupwhosemembersserveasmuseumsummercampcounselors,docents(tourguides),andsoforth.Itislikelythatatleastafewdaycamperswillaspiretoonedayjointhemuseumteenclub!


1. Read the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability. Thisintroductioncontainscritical“overarchingprinciples”thatarevitaltodevelopingandsustainingpro-grampartners.Theinformationincludedhereisspecifictopartneringwithsciencecentersandmuseums.

2. Find opportunities to join informal science education coalitions.Thiscanbeanexcellentsourceofpotentialsciencecenterandmuseumpartners.Inaddition,theopportunitytohelpshapeinformalscienceeducationinthecommunityispriceless.

3. Support relevant science center and museum activities, regardless of partnership status.Publicizeactivitiesthatsupportcurricularorprogrammaticgoals.Involveclubmembersandprogramparticipantsintheactivi-tiesaswell(e.g.,roboticevents,EngineeringDay,etc.).This increases4-HSciencevisibilitywithpotentialpartnersanddemonstrateswillingnesstoprovidesupporttootherorganizations.

Museum Resources

1. Host meetings and events at science centers and museums. Science centers andmuseums usually have communitymeetingspace,storagespaceforscienceequipmentorkits,andsoforth.Considerusingcenterspacefor4-Hscienceclubmeetings,sleepoverevents,orforcontestsandskillathons.Sciencecentersandmuseumsarealsoagreatvenueforscienceprogramshowcases,volunteerrecognitionevents,andsciencestaff/volunteertrainings.

2. Tap into museum staff and volunteers for their content rich expertise. Theymaywelcomeadditionalopportu-nitiestoengageothersinthesciences(seeMartin in Case Studiesbelow).

3. Use inquiry-based science center and museum developed resources to fill curricular gaps.Severalsciencecen-tersandmuseumshavedevelopedoutstanding,research-based,developmentallyappropriateyouthsciencecurricula.Considertheirofferingswhenreviewingcurriculaforpossibleinclusionin4-HScienceprograms(see Inquiry Based Learning Approaches).

4. Utilize the kit-making capacity of science centers and museums.Manysciencecentersandmuseumshavededicatedstaffavailableforassemblingkitsforuseinscienceprogramming.Thesefacilitiesmaybeabletostorethekitsforfutureuse.

Case StudiesFrancis – 4-H and Science Center Complement Resources to Better Serve OST Programs.UtahStateUniver-sity(USU)Extension4-HandThanksgivingPointInstitute,aprivatenot-for-profitorganization,createdayoutheducationpartnershiptoprovidequalityhands-ondiscoveryexperiencesforyouth.LocatedintheheartofthepopulationofUtah,ThanksgivingPointincludesafossilmuseum,abotanicalgarden,andaworkingfarm.Theyouthprogramsincludeafterschoolprograms,summerdaycamps,aJuniorMasterGardener®4-Hclub,ateenleadership4-Hclub,andfieldtrips.Startedover10yearsago,thepartnershipcontinuestogrowasbothorga-

73Partnering with Science Centers and Museums

nizationsrecognizenewprogramopportunities.Bothpartnersworkcollaborativelyindevelopingprogramsandpursuingexternalfunds.USUExtension4-HprovidesprofessionalstafftimeandcostsharingofanonsiteYouthEducationCoordinator. ThanksgivingPointprovides facilities, class/camppromotion, andhourlypaid staff toassistwithprogramdelivery.4-Hbenefitsthroughitsaccesstoamazingfacilitiesandpromotioneffortsbythemuseum.ThanksgivingPointbenefitsbylinkingtheirprogramstothecredibilityandongoingresearchofamajorland grant university. –Dave Francis, Utah State University

Martin – 4-H Afterschool Aerospace Training Takes Flight at Local Museum.AspartoftheCorridorSTEMIni-tiativeineasternIowa,4-HcollaboratedwiththeIowaChildren’sMuseumandtheGrantWoodAreaEducationAgencytolead“TakeFlight,”aneducationalworkshopforafterschoolproviders.Fortyafterschoolprogrampro-vidersfrom10sitesparticipated.Thetwo-hourprogramincluded:PrinciplesofFlight,byaprofessorfromtheUni-versityofIowa;STEMintheAfterschoolProgram,bytheTeacherinResidencefromtheGrantWoodAEAfortheSTEMInitiative;the“TakeFlight”exhibitinthemuseumbytheirstaff;and4-HAfterschoolAerospaceResourcesbyMartin,the4-HSpecialist.Eachofthe10sitesreceiveda“tubofresources”includingapaperrocketlauncherbuiltbythemuseumstaff; thebookScience Is . . . : A sourcebook of fascinating facts, projects and activities bySusanV.Bosak;andhands-onflightitemsfromthemuseumstore.–Janet Martin, Iowa State University

ResourcesAssociation of Science-Technology Centers – anorganizationofsciencecentersandmuseumsdedicatedtofur-theringpublicengagementwithscienceamongincreasinglydiverseaudiences.Forinformallearningpublicationsandprofessional developmentopportunities, or tofinda science centernear you, visithttp://www.astc.org/index.htm.Forinformationspecifictoyouthinvolvementinsciencecenters,seehttp://www.astc.org/resource/youth/index.htm.

Designing Partnerships Between Science Centers and After-School Programs: Lessons from Design It! Engi-neering in After School Programs –thisdocumentintroducesinformalscienceeducatorstoanewpartnershipmodelbasedonlessonslearnedduringa3-yearnationalpilotprojecttosupportcollaborationbetweensixurbansciencecentersandover30community-basedafterschoolprograms.Thecollaborationtestedandrefinedanin-novativecurriculumchallengingchildrentobuildingworkingmodelsofsmallfunctionalmachinesandtoysandtopracticecrucialelementsofthedesignprocess.Availableathttp://www.eric.ed.gov/.

http://www.astc.org/

http://www.astc.org/resource/youth/index.htm


http://www.eric.ed.gov/

Introduction4-H Youth Development programs traditionally are not staffed to serve youth in urban communities. The predominantcountymodelhasbeenone4-Hprofessionalpercounty(insomecounties,boththeagricultureandfamilyandconsumerscienceeducatorsdeliverrelevant4-Hyouthdevelopmentprograms).Theseprofessionalshaveprovidedtraditionalprogrammingtoruralandsuburbanyouthfordecades.Positiondescriptionsfor4-Hfacultyandstaffhavefocuseduponthetraditional4-Hprofessional–someonetomanagevolunteers,organizeandrunaclubprogram,countyfair,andotherevents.Positionsoftenhavebeenfilledbyformer4-Hmembers,alsofroma“traditional”4-Hbackground.

Atsomepoint,county4-Hprofessionalsrecognizedthelong-overlookedneedtobringqualityyouthdevelop-mentprogramstourbanyouth.Thechallenge,howeverwashowtomeetthisneedwhenfewstateorregionalofficesacrossthecountrywerepreparedtosupporturbanyouthprograms.Manycountieshaverisentothechallenge,andarestrivingtodevelopandimplementurbanExtensionprogramsonparwithtraditionalExten-sionprogramming.The underlying assumption for this chapter is that most current urban programming is the result of an organic (bottom-up) approach to program development.Whatseemstobelackinginmanyareas,howeverisastrategic“topdown”approachtosupportingurbanExtensionprogramming.

The4-HScienceprofessionalswhocollaboratedonthisvolumeareadiversemix,yettheyhavetwothingsincommon:(a)theyarepassionateaboutandcommittedtoprovidingurbanyouthwithquality4-HSciencepro-grams,and(b)theyconcurthatthedegreeofprogrammingsuccessforanysustainedurbaninitiativeisdirectlyrelatedtothestate’slevelofcommitment,andthepracticesandpoliciesinplacetosupporturbanprogrammingefforts.

Many4-Hyouthdevelopmentprofessionalsengagedinurbanprogramminghavereportedfeelingisolatedwith-intheirinstitutions,aswellaswithintraditionalstate4-Hprogramsorwiththeir4-Hcolleagues.Thisseemstobeparticularlytrueinstatesthatstillsupportrelativelylargerural/suburbanareas.Thereis,thereforeacompel-lingneedforthecreationoflocal,state,andnationalcommunitiesofpracticetosupporturban4-Hagentsandeducators.

Ultimately,for4-HScienceprogramstosuccessfullymeettheneedsofurbanyouththeremustbeadministra-tive(statelevel)supportfortheprogramsandthe4-Hstaffandvolunteerswhodevelopandimplementthem.Thepurposeofthischapteristooutlinekeystatelevelpracticesforadvancingurban4-HScienceprogramming.

Promising PracticesThepromisingpracticesforState Level Practices to Advance Urban Programmingaresubdividedintofivecat-egories:(a)Philosophy,(b)InstitutionalSupportforUrbanProgramming,(c)StatewidePartnerships,(d)Program

State Level Practices to Advance Urban Programming

Planning,and(e)Staffing.

Philosophy

1. Develop vision and mission statements to support 4-H urban Extension programming. It is importantthatthedifferences(philosophicalandoperational)betweenurbanandtraditionalprogrammingarerecognized.Whiletheyaredifferent,urbanprogrammingcomplementstraditionalextensionprogramming.Acarefullycraftedvisionandmission statementwill create cohesionbetween traditional andurbanextensionpro-gramsandpersonnelandcanleadtointegratingurbanprogrammingintothecoreoftheExtensionmission.

2. Define the “urban” issue.Whilemostextensionprofessionalsunderstandthaturbanprogrammingisdiffer-ent,itissometimeshardtoclearlyarticulatewhat“urban”means.Manyofthefactorsthatmakeanareaurbanaresharedbysuburbanandruralcommunities(e.g.,socio-economicandculturalisolation,disenfran-chisedcommunities,concentratedpoverty,etc.).Oftenpeopleconfuse“urban”with“big”–a“big”cityisurban,asmallcityisnot.Acitywithapopulationof50,000may,howeverfacethesamechallengesasacommunitywithinacityofsixmillion.

3. Recognize that a 4-H “urban” extension office serves the state, not just a particular geographic region.Thepurposeofanurbanoffice(center,department,urbanspecialist,etc.)shouldbetocreatemodelsthatcanbe replicated in other areas with similar issues,ideallyinawaythatwillhelpposition4-Hasaleaderinurbanyouthdevelopmenteffortsinthestate(andacrossthenation).

Institutional Support for Urban Programming

1. Develop statewide support for urban programming – “from the top.” TheExtensiondirector’sofficeandthestate4-Hprogramleader’sofficemustmakeservingurbanaudiencesapriority.Supportforurbanprogram-mingmustbeexplicitandsincere,andincluderesourcestobacktheeffortsofthoseworkinginthesecom-munities.Extensionadministratorsmustcommitto:

• Identifyingandsupportingstrongleadership;someonewithaccesstothedirector’soffice–betteryet–someonefromwithinthedirector’soffice.

• Providingmini-grants toseed innovation in thisarea; tohelpurbanprogramsdeveloppartnershipsandbecomesustainable.

• Supportingprofessionaldevelopmentforurban4-Hagents/educators/staff; includinginvolvement intheUrbanExtensionConferencesponsoredbythenorthcentralregion,orotherprofessionaldevelopmentop-portunitiesrelatedtourbanprogramming.

• DevelopingandsustainingurbanprogramsoutsideofChildren,Youth,andFamiliesatRisk (CYFAR)sup-portedprojectsandsites.

• Ensuringequalopportunity(scholarships,awards,etc.)forurbanyouthtoparticipateinstateandnationalyouthconferences,trips,camps,andsoforth.

2. Integrate urban programming into existing Extension, 4-H, and Department committee structure(s). Helpthoseworkinginurbancommunitiesdevelopacommunityofpracticetoshareanddiscusstheirworkandtoplanmulticountyand/orstatewideurbanprograms.

75State Level Practices to Advance Urban Programming

3. Communicate the value of urban programming efforts – to everyone.Themovetonon-traditional,urban programmingmaymeetwith some resistance, as peoplemay naturally fear thiswill translate to a correspondingmoveawayfromservingtraditionalaudiences.

• Reassuretraditionalclientelewhomayormaynotseetheimportanceoftheseinitiativesbyemphasizingthaturbanprogrammingbenefitseveryone.

• HighlighturbanprogrammingeffortsatstateExtensionboardmeetings,onthestateExtensionwebsite,inthestatewideExtensionannualreport,andsoforth.

• PartnerwithExtensionanduniversityofficesofcommunicationtopromoteurbaninitiatives.

• InvolveurbanstakeholdersonstateExtensionboardsandadvisorygroups.

4. Demonstrate institutional support by recognizing urban programs and professionals. University officials, Extensionadministrators,and4-Hdepartmentheadsand/orprogramleaderscanshowsupportby:

• Attendingyouthprogramshowcases.

• Nominatingurbanprogramsandprogramstaffforstateandnationalawards.

• Creatingspecial“urban”awardsforprogramsandpractitioners.

• Including“urbanefforts”inaspecialsectionofnewsletters,annualreports,websites,andsoforth.

Statewide Partnerships (internal and external)

1. Read the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability. Thisintroductioncontainscritical“overarchingprinciples”thatarevitaltodevelopingandsustainingpro-grampartnersregardlessofscopeorvenue.

2. Develop partnerships within urban communities. It isvitaltodevelopandsustainrelationshipswithurbancommunities and individuals in order to create a solid base of support for developing and carrying out urbanprograms.

3. Bring together state level organizations and agencies who may be interested in multicounty, area, or state-wide partnerships. At the state level, identify statewideorganizationswith similarmissions that are alsolocatedinurbanareasthroughoutthestate.Inpartnershipwiththeseorganizations,developdemonstrationsitesthatmaybereplicatedinothercities.

4. Facilitate grant proposal development among urban 4-H professionals.Providesupportforurban4-Hprofes-sionalstocollaborateonlargegrantproposalsandprogramsforstatewide(multicity)efforts.

Program Planning

1. Engage in strategic planning from the start. Usethelogicmodeltodrivestate4-HScienceprogramdevelop-mentandevaluation.Customizethemodeltofiteachprogram,withafocusonoutcomes.

2. Focus on program development as opposed to replicating traditional programs.Bringing4-HSciencepro-grammingtourbanyouthaudiencesisnotsimplyamatterofduplicatingexistingprograms.Ifitwere that


simple,thisguidewouldnotbenecessary!

• Developnewmodelsforworkingwiththediversityofaudiences,situations,andchallengesfoundinurbanareas.

• Createmulticountyand/orstatewideinitiativesthattargetandsupporturbancommunitiessuchasNPASS2,4-HSummerScience,andsoforth(seeNPASS2 and Summer Science in Case Studies below).

• Focusonbuildingthecapacityofcommunityvolunteersandparaprofessionalstodeliverandsupportsci-enceprograms.

Staffing

1. Implement changes in staffing patterns to reflect population needs.Plotcurrentstaffingpatternsonalargestatemap,andcomparetoareasthatfaceurbanchallenges.Moststateswillneedtochangethewayfacultyandstaffarelocatedthroughoutthestate(bothindensityofplacementsandtheirphysicallocation)inordertoadequatelysupporturbanprogramming.

• Locateurbanprofessionalsinorneartheurbancommunitiestheyservetofacilitateaccess.Countyofficesoftenarenotsituatedinthecounty’spopulationcenter.UrbanpartnersmaybewillingtoprovideofficespaceforExtensionpartners.

• Hireadditionalprofessionalsorprogramassociatestofocussolelyontheurbancommunitieswithinacoun-ty.Thisfocusisnecessaryinordertodevelopandsustainurbanpartnerships,resources,staffing,andpro-gramming.

2. Recruit a diverse workforce.Urban4-Hprofessionalsandparaprofessionalsshouldbeasrepresentativeoftheurbancommunitiesservedaspossible.Committoprovidinganytrainingnecessarytohelpcommunitymembersdevelopskillsneededtofillopenpositions.

• Developstrategicpositiondescriptions(e.g.,skillsneededinanurbanprogram,tasks,responsibilities,etc.)thatareuniqueforurbanpositions.

• Advertiseurbanpositionsbroadlytoavarietyofcommunities,andthinkbeyondthetypicalavenues.

3. Evaluate urban professionals based on the uniqueness of their position descriptions and programs.Manystandards/benchmarksforevaluatingcounty4-Hprogramsarebasedontraditional,volunteer-driven,com-munity-basedclubprograms.Criteriaforevaluationsshouldbeoutlinedatthesametimepositiondescrip-tionsaredeveloped.

Case StudiesRusso – Urban 4-H Office Created to Develop Program Models for Underserved Youth.In2004,theyouthdevelop-mentprogramoftheUniversityofMinnesotaExtensionreceivedfundstostartandsupportaMinnesotaUrban4-HYouthDevelopmentOffice(Urban4-H),inordertoexpand4-H’scapacitytoengageMinnesota’sunderservedyouth.ThoughprogramsareconcentratedintheTwinCitiesarea,Urban4-Hcollaborateswithcolleaguesacrossthestatetofindwaysofexpandingprogrammingtoreachyouthacrossdiversegeographicareas,languages,cultures,andreligions.STEMhasofferedmanyopportunitiestodothis,throughcollaborativegrantsandinitiatives(e.g.,CYFARandNational4-HMentoringgrants),andinterdisciplinaryfundingforaUniversity4-HSTEMspecialist.


TheMinnesotaUrban4-HYouthDevelopmentOfficeworkswithandonbehalfofyouthlivinginMinneapolis,St.Paul,andthesurroundingcommunitiestomeasurablyimprovetheirlearningandleadershipthrougheducationalprogramsandappliedresearch.ThepurposeofUrban4-Histocontributetothefieldofyouthdevelopmentbydeveloping,piloting,andsharingsuccessfulmodelsofimprovingthelearningandleadershipofurbanyoungpeople,particularlythoseyouthwholiveinat-riskconditions.Theultimategoalistosupporthigh-quality,engag-ingprogrammingforurbanyouthtodrivetheircurrentandfuturesuccessbyexperiencingmastery,building21stcenturyleadershipskills,anddevelopingasenseofglobalcitizenship.Thecriticalissuethatdrivesourworkistheneedofyouth,particularlythosefromlow-incomecommunities(regardlessofgeographiclocation),tolearnhowtoovercomeeconomic,educational,andsocialbarriers,includingbarrierstoSTEMcareerpaths.

Urban4-Hworkswithyouth,families,volunteers,interns,andcommunity-basedorganizationstoco-createout-of-schooltime(OST)Urban4-Hclubsfocusedonyouth-ledlearningexperiencesintheareasofSTEM,citizenship,andhealthyliving.Theprogrammodelbeginswithyouth,family,andcommunitypartnerships.Urban4-Hoper-atesthroughahighlyintegratedleadersupportsystemconsistingofprogramandstrategicplanningsupportofpartnersbyUrban4-Hstaff,aninternandvolunteerprogramthatcarriesoutthedeliveryofyouthclubs,andatrainingandsupportprogramdesignedtogiveacommonfoundationalbaseofdevelopmentforUrban4-Hpartners.Withthissupportsysteminplace,Urban4-Hyouthmastertheirlearningthroughmeaningfulreflectionalongwithrealopportunitiestoconnecttheirskillsandintereststocareersandhighereducation.-Jessica Russo, University of Minnesota

Ripberger - New 4-H Department Committee Brings Focus to Urban Programming. The Rutgers 4-H Youth DevelopmentDepartmentestablishedanurbanprogrammingcommitteein2008.Thepurposewastodevelopacommunityofpracticefortheincreasingnumberofurban4-Hprofessionalsinthestate,giventherecenthiresinthedenselypopulatedcountiesbetweenPhiladelphiaandNewYorkCity.Manyofthenewhiresworkincitieswithincountiesthatalreadyhaveanagent.Relativetotherestofthestate,thoselocatedinurbancentersaremorelikelytohavesignificantprogrammingeffortsthroughcollaborationswithafterschoolandsummerprogramproviders.Thiscommittee,aspartofthedepartment’scorestructure,hasnotonlyprovidedanopportunityfortheseprofessionalstolearnfromoneanother,butalsotoworktogetheronmulti-county4-HScienceprojectstargetingyouthfromurbancommunities.In2008,asubgroupoftheUrbanProgrammingCommitteereceivedathree-year,$150,000grantfromtheExtensionDirector’sofficetoboostthelevelofOSTSTEMprogramminginCamden,Hackensack,Paterson,andTrenton.Thisfour-countycollaborationledtotheannualRutgers4-HSum-merScienceProgramandNJ4-H’sparticipationintheNationalPartnershipsforAfterSchoolScience(NPASS2)programledbytheCenterforScienceEducationatEDC.ThroughNPASS2,4-HisleadingastatewideOSTscienceprofessionaldevelopmentefforttargetingurbanafterschoolprograms.-Chad Ripberger, Rutgers University

ResourcesUrban Extension Conference -thisbi-annualconference,sponsoredbythenorthcentralregion,targetsCoop-erativeExtensionstaffwhoworkinurbancommunities.Participantsbuildstrategicpartnerships,identifystrat-egies to enhance the resourcebase for urbanprogramming, capturebest practicesof urbanExtension, andexploreemergingissues.Availableathttp://www.dce.k-state.edu/conf/urban-extension/.


IntroductionStaffingwithcontentrichvolunteersbrings“richness”anddepthto4-HScienceprograms.Manypeoplewhoeitherworkasscienceprofessionalsorenjoyscience-basedhobbieswouldlovetosharetheirknowledgewithothers,buthavefoundfewvolunteeropportunitiesavailablethatcapitalizeontheirspecializedskillsandinter-ests.Partneringwiththesescientistscanbeawin-winscenarioforallparties.

Traditional4-Hagricultureprogrammingwasbuiltuponasolidpartnershipbetween4-Handagriculturalscien-tistsatlandgrantuniversities.Twenty-firstcentury4-HScienceprogrammingneedstobuildthesesamekindsofpartnerships.Today,however,itisnotenoughtorelyuponthelandgrantuniversitysystem.Programplannersneedtomakeconcertedeffortstoengagebothscienceprofessionalsandserioussciencehobbyiststocreateasoundinfrastructureforyouthscienceprograms.

Thepurposeofthischapteristohelpyouthscienceprogramplannersmaximizetheirabilitytorecruitandsus-taincontentrichvolunteers.Onepointthatcannotbeoveremphasizedisthatthereareavarietyofwaysthesesciencevolunteerscanbeutilized–fromone-shotspeakingengagementsto longertermserviceonadvisoryboards. It is importanttothinkbeyondthetraditionalclubleaderrolewhenplanningtoengagecontentrichvolunteers.

Onefinalcaveat:Scientistshavecooltoys(e.g.,labcoats,goggles,computers,nets,GPSunits,etc.),workplaces (e.g.,laboratories,energyplants,wetlands,oceans,hydroponicgardens,observatories,researchcenters,etc.),and even travelling exhibits (e.g., soil tunnel, GPS/GISmobile labs, robotics). Youth are instantly engaged – becausescientistscanmakelearningfun!

Promising PracticesThepromisingpracticesforStaffing with Content Rich Volunteers are subdivided into three categories: (a) Pro-gramPlanningandEvaluation,(b)Recruitment,and(c)TrainingandSupport.


1. Read the chapter 4-H Science Program Design – 4-H Science Checklist.Thischapterprovidesfundamentalprogramplanningandevaluationinformationrequiredforsuccessful4-HScienceprograms.Theinformationcontainedhereisspecifictostaffingwithcontentrichvolunteers.

2. Build an infrastructure to actively support recruitment of content rich volunteers. Create science advisory boards to assistwith 4-H Scienceprogramming. For example, create a Science andTechnologyProgram DevelopmentCommitteeaspartofthecounty’slocal4-HProgramDevelopmentBoardtotargetrecruitmentofcontentrichvolunteersforstructuredopportunities(e.g.,clubs,speaker’sbureau,events,etc.).

Staffing with Content Rich Volunteers

81Staffing with Content Rich Volunteers

3. Know which roles content rich volunteers can play to enhance the program.Itiscriticaltodesignprogramsandeventstocapitalizeoncontentrichvolunteersbeforeyoubegintherecruitmentprocess.Failuretodosocreatesconfusiononthepartofthevolunteer,andmayresultinnegativeoradversefeelingsabouttheprogram.Atminimum,program/eventplannersshouldclearlyarticulate(preferablyinwriting):

• Needfortheprogram,

• Programimplementationplansandevaluationcriteria,

• Recentoutcomesandsuccesses,

• Volunteerresponsibilities(e.g.,duties,timecommitment,etc.),and

• Roleofvolunteersupervisors.

4. Recognize there are roles available beyond “traditional club leader” or “teacher/facilitator.”Therearecount-lessopportunitiestoinvolvecontentrichvolunteers(e.g.,presenters,judges,boardmembers,etc.).

• Invitethemtojoinspecialinterestcommittees,advisoryboards,andsoforth.

• Engagethemintheinitialprojectoreventplanningprocess.

• Provideopportunitiesforthemtoexhibitorhostactivitystationsateventsthatbringsciencetotheyouthand/orcommunity(e.g.,CommunityDay,RoboticsEvents,4-HFieldDay,EarthDay,RecyclingAwarenessDay, etc.).

• IncludeaScienceStreetFairaspartofyourStateFairandinvitescienceprofessionals,businesses,andhobbygroupstoparticipate.

5. Familiarize yourself with local scientific societies and professional organizations.Manyhaveexistingeduca-tionaloutreachprojects.Thisisagreatwaytohelpbuildarelationshipinthebeginning,andhasthepoten-tialtoleadtoguestspeakers,judges,advisoryboardmembers,andsoforth.

6. Provide opportunities to involve funders in program planning and implementation.Thereisagrowingtrendforcorporatesponsorsandcontributorstowanttodomorethanjustprovidemonetarysupportordonatesupplies.Theywanttheiremployeesactivelyinvolvedinmeaningfulwaysintheprogramstheysupport.

Recruitment

1. Prepare your message in advance. Knowwhatyouwanttosay.Attheveryleastinclude:

• Theneedtotrainandpreparefuturescientists,becausethisisusuallyaknownandhot-topicforindividualswithSTEMbackgrounds;

• A briefdescriptionoftheprogram,theneedfortheprogram,therole(s)availableforpotentialvolunteers,andtimecommitmentrequired;

• Assurancesthatappropriatetrainingandsupportwillbeprovided;and

• Currentoutcomesandsuccessesaswellasthemeaningfulimpactexpectedbywhatthevolunteer(s)willdo.

82 Staffing, Recognition, and Marketing

2. Look for content-rich volunteers who enjoy working with young people. Theoldadagecontinuestoholdtrue:“Theydon’tcarewhatyouknow,untiltheyknowyoucare.”

3. Start recruiting “where you are.”Contentrichvolunteersmaybeliterallyinyourbackyard.

• Useexistingcontent-richvolunteerstorecruitnewones.Currentvolunteerscanreturntotheirworkplaceororganizationandsharethepositiveexperiencestheyhadvolunteeringwith4-H.Useprogramplanningpromisingpractices(above)toensurethevolunteershaveasolid,positiveexperience.

• Target4-Halumni.Theyknowandappreciate4-HScienceprogramsandhavelotsofskillsandenthusiasmto share.

• Minepersonalconnections,suchasrelatives,neighbors,thelocalpharmacist,andsoforth.

4. Leave your recruiting “comfort zone.”Itisnecessarytostepoutoftheconfinesofthe4-HProgramtorecruitcontentrichvolunteers.Fortunately,therearemanyplacestofindthem:

• Science-relatedbusinessesandprofessionals(e.g.,utilitycompanies,hospitals,veterinarians,pharmacists,etc.);

• Educationalinstitutions,researchinstitutionsandfacilities(e.g.,landgrantuniversities,technicalcolleges,etc.);

• Local,county,andstategovernment/publicagencies(e.g.,resourceconservationdistricts,wastemanage-ment,departmentsofenvironmentalqualityandnaturalresources,etc.);

• Localbranchesofprofessionalassociationsandsocieties(e.g.,TheSocietyofWomenEngineers,GeoscienceInformationSociety,AlaskaRoboticsEducationAssociation,etc.);

• Retireeorganizations(e.g.,AmericanAssociationofRetiredPersons,AllianceforRetiredAmericans,RetiredTeachers’Association);and

• Sciencehobbygroups(e.g.,geocaching/geospatial,robotics,rocketry,film-making,etc.).

5. Recruit at community events.Thereareamultitudeofeventsgearedtowardyouthandtheirparentsthrough-outtheyearinmostcommunities(e.g.,WaterAwarenessDays,Children’sDayinthePlaza,schoolevents,MasterGardenerEducationalEvents,etc.).

• Hostaboothwithactivitiesandrecruitmentinformation.

• Rememberthateventsaimedatchildrenandyouthcanreachparentsorothersignificantadultswhoattend.

• Taketimetovisitotherbooths.Theremaybeotheradultsparticipatingintheeventwhowouldwelcomethe opportunity to volunteer.

6. Get the word out in appropriate venues about volunteer opportunities.Advertiseforspecificopportunitiesandprogramneedsintradepublications;talktochambersofcommerce;makepresentationstoemployeegroups(Lunch&Learn);sendeBlasts(electronicnewsletters)toadvisorygroups,currentandformervolun-teers,currentandformerprogramparticipants,andsoforth.


7. Connect the 4-H Science program’s mission to the volunteer’s personal or organizational mission. Develop relationshipsaroundasharedinterest.

• Asapotentialvolunteerobservesthathis/hervisionalignswiththeprogram,she/heismorelikelytoinvesttimeandresourcesintotheprogram.

• Professionalorganizationsarealsoconcernedaboutgrowingthenextgenerationofscienceprofessionals,andwillwanttohelpmeetthisfutureneed.

8. Research the employee volunteer practices of local science-based corporations.Forexample:

• Doesthecompanyprovidereleasetimefortheiremployeestovolunteerwithotherprograms?

• Doestheprogramneedpriorapprovaltoqualifyforsupport?

• Doesthecompanyprovidefundingtoorganizationstheiremployeesvolunteerwithafteraspecifiednumberofvolunteerhourshavebeencompleted?

Training and Support

Thissectioncontainsinformationspecifictotrainingandsupportingcontentrichvolunteers.All volunteers need appropriate training in positive youth development (PYD) principles, science processing skills, the experiential learningcycle,developmentallyappropriatepractices,andscienceinquiryregardlessofcontentknowledgelevels.

1. Read the chapter Training Others to Deliver High Quality Science Programming. This chapterprovides an in-depth discussion of promising practices for training staff and volunteers. The promising practices containedherearegearedspecificallytotrainingandsupportingcontentrichvolunteers.

2. Offer volunteer development opportunities.Itisimportanttoprovidecontentrichvolunteerswithasmanyopportunitiesandexperiencesaspossibletoincreasesuccessfuloutcomes.

• IncludediscussionaboutPYDasoftenaspossible.Content-richvolunteersmayhavelittletonopreviousexposureinthisarea.

• Teachvolunteershowtoframetheirknowledgeandskillsinanageappropriatemanner,andhowtolocateand/oruseage-appropriatecurriculaandactivities.Asolidcontentpiecewillproveineffectiveifthefacilita-tordoesnotunderstandtheuniqueneedsofyoungpeople.

• Encouragescienceprofessionalstobringtheirtoys(tools)fromworkwhentheywillbeworkingwiththeyouth.Suchpropsarevirtuallyguaranteedtoengageyouthinterest,andwilleaseanyanxietythepresentermayhave.

3. Steward content rich volunteers. Thinkof content richvolunteer involvementasadonation,andstewardvolunteersjustasyouwouldadonor.

• Developongoingrelationshipswithvolunteersthroughrecognition,accountability,andcommunication.

• Acknowledgecontributions,followthroughwithprogramplans,andshareprogramsuccesses.

• Continueto initiatecontactwithvolunteers(thankingthemforservice)evenafterprogramiscomplete.Theremaybeopportunitiesforfutureengagements.


Case StudiesEnfield – Targeted Recruitment of STEM Professionals and Enthusiasts. The 4-H SLO (San Louis Obispo) SCIENTISTSProgramfromthestarthasbeenveryintentionalaboutsteppingawayfromtheusualrecruitmentmodes,andhasworkedhardtoreachpeopleinscience,technology,andengineeringorganizations,business-es,educationalinstitutions,researchinstitutionsandfacilities,publicagencies,andothervenues.Theprogramhasusedlettersandflyers;calledindividuals;presentedatprofessionalsocietymeetingsandluncheons;metwithpresidents,departmentheads,CEOs;andengaged inmedia campaigns for specific4-HSLOSCIENTISTSfacilitator recruitments. Some volunteers have been facilitators for over five years, and one former electriccompanyemployeeisinhis11thyearasafacilitator.Thefollowingcompanies/agencies/professionsweretar-geted forvolunteer recruitment,alongwithmanyothers: theelectricandgascompanies;AirPollutionCon-trolDistrict; RegionalWaterResourcesBoard; local colleges anduniversities; staffandmembersof relevantclubs(e.g.,SocietyofWomenEngineers);ResourceConservationDistricts;High-techCompanies;pharmacists,veterinarians,and health technicians;and retireeorganizationsandprofessional societies.–Richard Enfield, University of California

Nichnadowicz – Corporate Scientists Enhance Summer 4-H Program.AspartoftheSummerScienceProgram,scienceprofessionalsare recruited toshare theircareerswithyouth.Thescienceprofessionalsare fromthecorporationthatfundstheprogram.Overtheyearsavarietyofscientistshavevisitedthedaycamps,includingchemists,biologists,andtechnicianswhocareforlabanimals.Anyonewholikesscienceandyouthiswelcometovisitthecampsites.Whenthescientistsvisit,theyillustratetheirjobsinmanyuniqueandoftenentertainingways.Scienceprofessionalsarerecruitedtovisitthesitesthroughthecompany’scommunityoutreachdepart-ment.Twomonthsbeforevolunteersareneeded,thecompanyisemailedanewsreleaseabouttheupcomingopportunity.Itstateswhenandwherevolunteersareneededandhow4-Hcanhelpscienceprofessionalssharetheiroccupationswithyoungpeople.Thecompanythendistributesthistoitsemployeesviaemail.Thisoutreachusuallynetsaboutfivevolunteerseachyear.Programstaffsupportthescientistswithyouthdevelopmentandgroupmanagementprinciples.–Jim Nichnadowicz, Rutgers University

Rudolph – Experts from Public Science Agencies Support Annual SET Expo. The2010TeensandTweensEm-powermentConferenceistheannualeventfortheTeensMakingImpactExtension(TMI)teamproject.TheTMIprogrampromotespositiveyouthdevelopmentbyfocusingonlifeskills,careereducation,communication,andcivicengagement.Morethan160youthandadultsparticipatedintheeventpackedwitheducationalandfun-filledactivities.Thethemewas“ExploringHealthandFitness,Science,EngineeringandTechnology,”andtheconferencebeganwiththeScience,EngineeringandTechnologyExpo.ExhibitsandminiworkshopswereledbystaffmembersfromNASA’sMarshallSpaceFlightCenter,UnmannedAircraftSysteminHuntsville,theDefenseIntelligenceAgency,andfacultyandstafffromAlabamaA&MUniversity(DepartmentsofPhysics,Forestry,andFamilyandConsumerSciences).Theconferencefeaturedanumberofcontentrichvolunteers.Forinstance,fo-rensicScienceworkshopsweretaughttoolderyouthbyDr.LonnieD.Ginsberg,whoisresponsibleforthedailyoperationoftheHuntsvilleRegionalCrimeLaboratoryandtheFlorenceSatelliteCrimeLaboratory.–Danielle Rudolph, Alabama A&M University


Resources4-H Science Professional Development Toolkit –anonlinesetofresourcesandtrainingactivitiestobeusedby youthdevelopmentprofessionals and volunteers to support4-HScienceprograms. Includesa sectionon Recruiting and Developing 4-H Science Content Rich Volunteers –completewithtrainingguide,samplevolunteerpositiondescription,and12tipstosuccessfulcontentrichvolunteers.Availableathttp://www.4-h.org/Profes-sional-Development/Content/Science/Implementation/Recruiting-and-Developing-Volunteers/.

http://www.4-h.org/Professional-Development/Content/Science/Implementation/Recruiting-and-Developing-Volunteers/


IntroductionAmeriCorpscanbeawonderfulresourceforstaffing4-HScienceprograms.PerhapsoneofthemostimportantrolesAmeriCorpsmemberscanplayisthegenerationofvolunteers.Mostmembersserveinlocal,community-basedorganizations,expandingorganizationalcapacitytoachievetheirmissionandbuildingcommunityinvolve-mentandsupport.Otherwaysmembershelpincludeimprovingandexpandingthequalityofservicesandrais-ingawarenessof theorganization in the community.Organizations thatareawardedAmeriCorpsgrants areresponsibleforrecruitingtheAmeriCorpsmemberstoserveintheirprogram.AmeriCorpsgrantspartiallycovertheexpenseofoperatinganAmeriCorpsprogramanddonotcovergeneralorganizationalexpenses.Acashandin-kindmatchisrequired.

TherearethreetypesofAmeriCorpsprograms:

1. AmeriCorps VISTAwasdesignedspecificallytofightpovertyinlow-incomecommunities.AmeriCorpsVISTAmembers are focusedon capacity-building; they do not engage in direct service provisions. AmeriCorpsVISTAmembersrecruitandmanagevolunteers,improveandexpandthequalityofservicesprovided,raiseawarenessofthesponsoringorganizationinthecommunity,seekexternalfundingforprogram,andsoforth.AconsistentgoalforeveryAmeriCorpsVISTAprojectshouldbethesustainabilityoftheprojectbythespon-soringagencyandthelow-incomecommunityafterAmeriCorpsVISTAprojectsponsorshipends.AmeriCorpsmembersinthisprogramhaveeithercollegedegreesorafewyearsofworkexperienceandskills.

2. AmeriCorps State and AmeriCorps Nationalprovidefundstostateandnationalorganizationsandagenciescommittedtousingnationalservicetoaddresscriticalcommunityneedsineducation,publicsafety,health,andtheenvironment.Eachoftheseorganizationsandagencies,inturn,usestheirAmeriCorpsfundingtorecruit,place,andsuperviseAmeriCorpsmembers.AmeriCorpsState/Nationalmembersareoverage17andareinterestedinearningmoneytopayforcollegeortopayoffstudentloans.

3. AmeriCorps NCCCengagesteamsofmembersinserviceprojectsincommunitiesacrosstheUnitedStates.Theseprojectstypicallylastfromsixtoeightweeks,andaddresscriticalneedsrelatedtonaturalandotherdisasters,infrastructureimprovement,environmentalstewardshipandconservation,energyconservation,andurbanandruraldevelopment.Membersmentoryouth,constructandrehabilitatelow-incomehousing,respondtonaturaldisasters,cleanupstreams,helpcommunitiesdevelopemergencyplans,andaddresscountlessotherlocalneeds.AmeriCorpsNCCCmembersarebetween18and24yearsofageandengageindirect service.

ThepurposeofthischapteristohelpyouthscienceprogramplannersunderstandhowbesttoworkwithAmeri-Corpsmemberstodevelopandsustain4-HScienceprograms.TwomethodsforworkingwithAmeriCorpsarediscussedhere.ThefirstinvolvesworkingwithAmeriCorpsprogrampartners,partneringwithotherorganiza-

Staffing with AmeriCorps Members

tionsthatsponsorAmeriCorpsmembers.Thesponsoringorganizationmanagesthemembersassignedtothe4-HScienceprogram,andgenerallyhandlesmostoftheadministrativedutiesrequiredbyAmeriCorps.The4-HScienceprogramservesasaworksite,withaspecifiednumberofpositionsallocatedforAmeriCorpsmembers.

ThesecondmethodistoengageindirectAmeriCorpsprogrammanagement.A4-HScienceprogramstaffpersonservesasasitesupervisorformembers,usuallythroughanAmeriCorpsStateproject(seeprogramtypesabove).ProgrammanagementofanAmeriCorpsStatePrograminvolves:recruitingmembers,hostingtrainings,compil-ingmonthlyandannualreportsforgrantcompliance,programpromotion,performancereviewsofmembers,managingprogrambudget,trackingmemberhours,providingprofessionaldevelopmentopportunitiestomem-bers,andobtainingallnecessarypaperworkfrommemberstoensuresafetyandcompliance(formoreinforma-tionaboutAmericorpsprogramsseeResourcesbelow).

Promising PracticesThepromisingpracticesforStaffing with AmeriCorps Members are subdivided into three categories: (a) Recruit-ing, Training, andSupportingAmeriCorpsMembers; (b)WorkingwithAmeriCorpsProgramPartners; and (c)Direct AmeriCorps Program Management.

Recruiting, Training, and Supporting AmeriCorps Members

1. Search for the right fit. Understandandrecruitbasedonprogramneedsandpriorities.Ifspecializedskillsareneededtosupporttheprogram,lookforsomeonewiththoseskills.Alternately,lookforsomeonewiththecapacityandinteresttolearntherequiredskills,andcommittohelpingthememberdevelopthoseskills.

• Lookforpeoplewhoalreadyhavearelationshipwith4-H,suchasformer4-Hmembers,4-Hparents,stake-holders,programpartners,advisoryboardmembersandsoforth.

• RetireeassociationsmaybeagoodsourceforAmeriCorpsVISTAmembers.

• Targetlocalcollegesorinstitutions,inparticularscience-relatedprograms.Thesearehotspotsforyoungprofessionalswhoneedtobuildtheirresumes.Theyareoftenwillingtodonateayearortwoofservicefortheexperiencetheywillgain.

• Postadsinlocalorevennationalvenues(e.g.,newspapers,trademagazines,collegecampuses,careerser-vices,youthgroups,faith-basedgroups,rotaryclubs,etc.).

2. Use AmeriCorps as an opportunity to grow your own staff.UtilizeAmeriCorpspositionsasawaytogrowpermanentpart-orfull-timestaff.Thischangeinperspectivefromsomeonewhois“only”servingforayeartosomeonewhocouldbecomepermanentstaffincreaseshowmuchthe4-Hagentoreducatoriswillingtoinvestinprofessionaldevelopment,whichultimatelybenefitstheyouth.Alsothinkaboutlong-termprogres-sions,perhapsateenstaffmemberorvolunteerwouldbecomeanAmeriCorpsmember,andthengoontobecomeapermanentstaffperson.

• Investtimeandresourcestoprovidequalityprofessionaldevelopmentopportunities(seealsoTraining Oth-ers to Deliver High Quality Science Programming).

• Offer pre-service training before the service term begins.ThisprovidesAmeriCorpsmemberswithageneral

87Staffing with AmeriCorps Members

understandingofAmeriCorpsprogramming,aswellasspecifictrainingontheservicetheywillbeperform-ingduringthecourseoftheserviceyear.

• Include team building activities in trainings.ThisisthefirstjobformanyAmeriCorpsmembers,sotheyareusuallyoverwhelmed.Membersusuallydonotknoweachother,soitisimportanttobuildateamduringthatfirsttraining.

3. Provide monthly check-ins.AboutamonthintotheservicetermprovideastructuredreflectiontimefortheAmeriCorpsmembers.

• Askfortheirinsightsandearlyimpressionsofwhatisworkingandwheretheyidentifyareasforgrowthanddevelopment.

• Discussprogramqualityobservationsandevaluationswithteammemberstoprovidefeedbackonwhattheyaredoingwellandwherethereareopportunitiesforgrowth.

4. Set individual program goals for the AmeriCorps members.Settinggoalsthateachmembermustreachtoearnhis/hereducationawardhelpsthemlearnself-sufficiencyandalsohelpstomeettheoverallprogramdeliverables.

5. Promote partnerships.EncourageAmeriCorpsmemberstopartnerwithvariousgroupsandorganizations.Thiswillincreasetheopportunitiesavailabletothemandincreaseprogramvisibility.

6. Capitalize on the newness. Newmembershaveafreshperspectiveandareoftendoingandlearningnewthingsatarapidrate,makingthemperfectmodelsfortheyouththeyareworkingwith.

• EncourageAmeriCorpsmemberstobeopenwiththeyouththeyserveabouttheirownfeelingsastheyareexposedtonewthingsthatmaybeoutsidetheircomfortzones.

• EnsurethatAmeriCorpsmembershaveanopportunitytotrythingsbeforetheyleadthemandthattheyknowitisokaytomakemistakes,providedyoutharesafe.

7. Terminate the AmeriCorp member if not a good fit for the program.Donotbeafraidtoletsomeonegowhoisnotworkingout.Ultimatelythe4-HScienceprogramparticipants’experiencesarethepri-marymethodofevaluatingtheAmeriCorpsmembers.OngoingcommunicationwiththeAmeriCorpsprogramleadersisbeneficialifthereareperformancechallengeswithanyofthemembers.Theleaderwillbemuchmorelikelytosupportterminationdecisionsifshe/heiskeptup-to-dateonanyissues or concerns.

Working with AmeriCorps Program Partners

1. Find a compatible partner. Not all AmeriCorps programs are the same. Besuretoengageapartnercompat-iblewithandexcitedabout4-HScience.TheAmeriCorpsprogramshouldsupportandenhancethe4-HSci-enceprogramandtheAmeriCorpsmember.Somepotentialprogrampartnersmaybeeasiertoworkwiththanothersormayhaveneededresourcestheybringtothetablefromotherpartners.

2. Develop a relationship with the partner’s AmeriCorps supervisor. The AmeriCorps supervisor is criti-cal for the success of the AmeriCorpsmembers, and ultimately the 4-H Science program themembers



support.Programleadersshouldfeelcomfortablecommittingtoarelationshipwiththatpersonbeforeanew AmeriCorpsmemberisbroughtonboard.

Direct AmeriCorps Program Management

1. Allow the program site supervisors to select the AmeriCorps members.Allowingsitesupervisorstorecruit,interview, and recommendAmeriCorpsmembers establishes a senseof accountability for thatmember,compatibilitywiththesite,andfostersapositiveworkingrelationship.Supervisorinvolvementcanincreasesuccessrates(e.g.,completingtermsofservice)ofAmeriCorpsmembers.

2. Host trainings for site supervisors.AllsupervisorswhomonitorAmeriCorpsmembersshouldgothroughatrainingtogivethemanunderstandingofwhattaskstheirmemberscanperform,aswellashowtobestsupervisethemembers.

3. Station AmeriCorps members in various locations for multisite programs. Thiswill help increaseprogram impact.Createasenseof“team”amongmembers.Theywillbeabletorelyoneachotherifneedsarise,eveniftheyaresituatedacrossthestate.

Case StudiesArnett - AmeriCorps Program Partners Place Members in Local 4-H Programs. Adventure Central cur-rentlyhasmultipleAmeriCorpspositions,allmanagedbyotherorganizationsor institutions.AdventureCentral servesas thework site for theseAmeriCorpsmembers,and they functionasgroup leaders, fa-cilitatingactivities for youth. Thereare currently threeAmeriCorpspositions throughNotreDameMis-sionVolunteersAmeriCorps(11monthterm)andonethroughtheUniversityofDayton(semesterterm).AdventureCentralhaspartneredwithOhioCampusCompactandtheUniversityofDaytonaswellastheOhioCommunityComputingNetworktohaveAmeriCorpsVISTAmembers(12monthterm)supportourprogramanddevelopcommunitycapacity.

AstrongstaffdevelopmentprocessensuresAmeriCorpsmembersunderstandtheprogram’scultureandexpec-tationsandthattheygainneededskillsfortheirownprofessionaldevelopment.AmeriCorpsmembersdevelopweeklylessonplansthatarereviewedby4-Hprofessionalspriortoimplementation.Thecyclicalnatureofstaff-ingwithAmeriCorpsmembersrequirestheprogramtostayfocusedonkeyprinciplesandphilosophiesandtobeintentionalaboutthecultureandexpectationsforstaffandyouthintheprogram.

AdventureCentralutilizesAmeriCorpsmembersbecauseof thebenefits to themembersand to theorgani-zation.AmeriCorpsoffers significantbenefits (livingallowanceandeducationaward) to itsmembersbeyondwhatAdventureCentralcouldafford.AdventureCentral’sfinancial investment isafractionofwhatwouldbespentonregularlysalariedemployees.AnotherbenefittoworkingwithanAmeriCorpsprogrampartneristhattheyhandletheoperational/administrativeaspects(humanresourcesandfiscalmanagement)oftheprogram. –Nate Arnett, The Ohio State University

Mullens – AmeriCorps Members Staff Statewide Environmental Program.TheAmerica’sWETLANDConserva-tionCorps(AWCC)AmeriCorpsprogramistheresultofapartnershipofAmerica’sWetlandCampaign,Ameri-Corps,andtheLSUAgCenter/4-H.TheAWCCisanAmeriCorpsprogramdesignedtohelpraisepublicawarenessaboutthecriticalimportanceofuplandandcoastalwetlands.AWCCAmeriCorpsmembersworkwiththeYWP

toorganizelocalresidentsasvolunteerstoparticipateinwetlandrestorationandtoconductwetlandoutreacheducationprograms.

TheAWCCAmeriCorpsmembersbuildcommunityprideandenvironmentalawarenessthroughvolunteerismandeducation.Theyalsosupportcollaborativeeffortstoorganizeandengageparticipantsinavarietyofac-tivitieswith themessageof responsible stewardship and a call for action to save coastal Louisiana. Excitinghands-onvolunteerprogramsalsoreach,involve,andeducateaudiencesbeyondLouisianathroughtheworkofadiversegroupofmemberswhonotonlytaketheirexperiencewiththemwhentheyleaveLouisiana,butalsoleaveaphysical,virtual,andemotionalhandprintonthestate.

Over the past four years, the program has employed 80 AmeriCorpsmembers (in 11-month terms) at variouslocationsacrossthestate.TheYWPprovidesfundstothemembersfortravel,forsuppliesrelatedtowetland service projects, and for wetland-related training. Staffing the programwith AmeriCorpsmembers allowstheprogramtomakeahugeimpactandgetmoreexposureacrossthestate.–Ashley Mullens, Louisiana State University

ResourcesAmeriCorps Program –tolearnmoreabouttheAmeriCorpsprogram,currentgrantees(potentialpartners),orto apply, visit www.americorps.gov.


www.americorps.gov

IntroductionTeenagevolunteersareoftenunderutilizedinyouthdevelopmentprograms.Successful4-HScienceprogramswillincludeyouthpartnersinallstagesofprogramdevelopment,implementationandevaluationusingtheYouth as Partnersmodel(seeResourcesbelow).

Organizationswithlimitedstafforadultvolunteerscanexpandtheiroutreachtoyouthinafterschool,summer,andotherprogramsbyrecruiting,training,andsupportingteenagevolunteersascross-ageteachersintheseset-tings.Therearemanyotherbenefitstoincludingteensinprogramdevelopmentanddelivery,including:

• Teensconnectbetterwithyoungeryouth.

• Teensbringfreshideastotheprogram.

• Teensprovidehonestfeedback(oftenbetterthanadultstaff).

• Asrolemodels,teensprovideyoungeryouthsomethingtoaspireto,andhelpmaintaintheirinvolvement.

• Teensareoftenproficientintechnologyskills.

• Teensareoftencurrentwithtrends.

• Teensareoftenabletorecruitadditionalteens.

Theteensasvolunteerteachersmodelofprogramdeliverycanprovideapowerfulservice-oriented,community-based learningexperienceforteenagers,whilebenefittingthosetheyteach. Inaddition,thisexperiencemayserveasanentrypointforolderyouthtofindandconnectwith4-H.Iftheteensarenewto4-H,itisimportanttoinvolvetheminother4-Hactivitiesandeventswhilemaintaininginvolvementthroughtheircurrentteachingrole.Teensalsobenefitbylearningimportantskillsandabilitiesthatwillpreparethemforthefuture.

Itisimportanttorememberthatutilizingteensasstafforfacilitatorsrequiresasubstantialcommitmenttotheteens,similartothatrequiredtobringinnewadultstaffmembersorvolunteers.Programleadersormentors,howevermustbereadyandwillingtorespondtotheuniqueneedsoftheteensinacaringandsupportiveman-ner.Thepurposeofthischapteristohelpthoseengagedindeliveringyouthscienceprogramslocate,recruit,andsustainteensinterestedinworkingwith4-HScienceprograms.

Staffing with Teenagers and Teens as Cross-Age Teachers

Promising PracticesThepromisingpracticesforStaffing with Teenagers and Teens as Cross-Age Teachersaresubdividedintofourcategories:(a)ProgramPlanningandEvaluation;(b)Recruitment,(c)Training,and(d)ResourcesandSupport.


1. Read the chapter 4-H Science Program Design – 4-H Science Checklist. Thischapterprovidesfundamentalprogramplanningandevaluationinformationrequiredforsuccessful4-HScienceprograms.Theinformationcontainedhereisspecifictoplanningprogramsthatutilizeteensasstafforvolunteers.

2. Offer authentic, meaningful teaching and/or leadership roles. Lookforwaystoincludeteensineitherformalorinformalroles.Providingleadershiprolestoteenscanencouragecontinued4-Hinvolvement.Remembertoofferthemavarietyofroles;notallteenswillwanttoteach.

3. Make their role special.Teenswanttostandout,sogivethemspecialroles,titles,andpositions.Examplesinclude:

• Uniquenamebadges,lanyards,“uniforms”(perhapsat-shirtwith“STAFF”printedontheback,orinadiffer-entcolorfromprogramparticipants);and

• Positionsthatincludegraduatedlevelsofresponsibility(e.g.,CounselorinTraining/Counselor;JuniorStaff/SeniorStaff,etc.)orspecialtitlessuchas4-HScienceAmbassador.

4. Provide meaningful recognition.Recognitionisimportanttosustainingteeninvolvement.Thinkbeyondbigcelebrationeventsbylookingforwaystoproviderecognitionthatismeaningfultotheteens.Ifindoubt,askprogramteenshowtheywanttoberecognized.Examplesinclude:

• Askteenstomodelexemplaryteachingattrainings.

• Provideteenswithopportunitiestoco-presentataconference(someconferencesencourageteeninvolve-ment).

• Sendapressreleaserecognizingteeneffortsandaccomplishmentstolocalmediaoutlets.

• SeealsoRecognizing Youth and Showcasing Programmatic Efforts.

5. Provide incentives to teens for their time and dedication. Teensarebusyandhavelotsofdemandsontheirtime,includingotherjobopportunities.Makeitworthwhileforthemtoserveasstafforteachersbyprovid-ingincentives.Whileanhourlywageiscertainlyagoodincentive,thereareotherincentivesthatmayappealtoteens.Thefollowingexamplesmaybetiedtofulfillingsomespecifiedcommitment,suchasnumberofengagementhours,programcompletion,andsoforth:

• Educationalstipends,

• LifeSkillIncentives(horsebackridinglessons,digitalcamera,photographycourse),

• Overnightretreats,

93Staffing with Teenagers and Teens as Cross-Age Teachers


• Registrationfeestoateenleadershipconference(iftheyserveontheplanningcommitteeorco-present).

6. Partner with other agencies or organizations that provide youth incentives. Examplesinclude:

• AmeriCorpsifage17orolder(seealsoStaffing with AmeriCorps Members),

• Youthjobsprogramsthatprovidewagestoprogramparticipants(checklocalWorkforceInvestmentBoards–WIBs),or

• Schoolsorotherorganizationsthatrequireyouthtocontributevolunteerservicehours.

7. Use flexible scheduling practices. Teensareoftenengagedinmultipleprojectsoractivities.Allowflexibilityintheirschedules.Theuseofalternatestofillinstaffinggapsmaybehelpful.Alternatesareteenstrainedtoteachaprogramwhomaynotbeavailableforregularparticipation,butcanfillinasneeded.

8. Extend service-learning beyond one program.Withalittleencouragement,teenswillwanttocontinuetheirefforts.

9. Evaluate teen program performance.Teensneedstructureandclearexpectations.Evaluationsprovidebothandgivetheteensmuchneededfeedback.Performanceevaluationsalsoframetheexperiencelikeajob,creatingmotivationtomeetthechallenge.Developrubricsforteachingandstandardsofteeninvolvement,andensuretheteensunderstandthemandtheperformanceevaluationprocess.Consider includingself-reflectionandpeertopeerevaluationsaswell.

Recruitment

1. Recruit teens from a variety of sources. Considerthefollowing:

• Marketneedstoschoolsandteenprogramswithvolunteerorservice-learningrequirements.

• Tapintovocationalorcareertrackprogramstoprovidefieldplacementsforthoseteens.

• Contacthighschoolscience,media,andecologyclubs.Partnerwiththeleadteacher/advisorinthesepro-gramstofacilitaterecruitmentefforts.

• Recruitfromcollaboratingafterschool/summerprogramprovidersandtheirteenadvisors.

• Lookforteenswithaninterestinfacilitatingprogramdeliverytotheirfeederelementaryorjuniorhigh/middleschools(ifnearby).Teenstakeprideingoingbacktotheirformerschoolsinnon-studentroles,andworkingwithfeederschoolsmayreducetransportationandotherlogisticaldifficulties.

• Perhapstheeasiest(andmostoverlooked)sourceforrecruitingteenpartnersistosimplyaskcurrentteenstaffersandvolunteers!

2. Assess teens interested in becoming program partners. Ensureagoodfitbeforeengagingtheteens.Forex-ample,estimatethetimedemandsoftheposition,andcomparethattohowmuchtimetheteencanrealisti-callycommit.Alsoascertaintheirdegreeofsubjectmatterinterestaswellasteachingreadiness.Extensivecontentknowledgeneednotbeaprerequisite.

3. Emphasize the employment process.Treatpotentialteenpartnersasjobseekersforapaidposition,regard-


lessofwhetherfinancialincentivesareinvolved.Thisservestoincreasethepoolofviableapplicants,andnavigatingtheprocessprovidesmuch-neededlifeskillstrainingtoyouth.

• Develop a detailed position description. Includethetimecommitmentrequiredaswellasspecifictaskdetails.Alsobesuretoinclude(anddiscuss)thebenefitsofparticipating.Teensshouldknowwhattoexpectforthetimetheyaredevoting.Informthemoftangible(e.g.,money,prizes,etc.)andintangibleawards(e.g.,skillsandabilities,futurelifesuccess).

• Require completion of a written “job application” and a personal interview. Thisisagoodpre-screeningtool(teenswhoarenotreallyinterestedwilloptout),andhelpstheteenspracticejobapplicationandinterview-ingskills.Considerhostingapre-applicationworkshoptohelpteensfeelcomfortablewiththeprocess.

• Implement a teen “employment” contract.Askteens(andadultpartners)involvedintheprogramtocom-pleteacontractstatingthataftersuccessfullycompletingthetraining,theywillteachXYnumberofyouthwithXYnumberofhoursofcontent.Itshouldincludeanyincentivestheteenwillreceive.Thismaybeagoodtimetodiscusswithteensanypersonalgoalstheyhopetoreach,andwhatkindofsupporttheyrequire.

Training

1. Read the chapter Training Others to Deliver High Quality Science Programming. This chapterprovidesan in-depth discussion of promising practices for training staff and volunteers. The promising practices containedherearegearedspecificallytotrainingteenstafforvolunteerstodeliver4-HScienceprograms.

2. Provide quality training for teens and their adult partners.Ensurethatenoughtimeisplannedfortrainingteens andtheadultswhowillbesupportingthem.Provideenoughtrainingtoensuretheproductorout-comedesired,butnotsomuchthatitoverwhelmstheteens.Plantrainingsaccordingtothedevelopmentalstateoftheteens.Rememberthatteenswillrespondbetterwhentheyarepartofdevelopingtheplanandimplementingthesolution.

• Requireadultpartnerstoattendthetrainings.Nomatterhowknowledgeableadultsareinthesubjectmat-ter,theymustunderstandhowtoimplementthespecificprogram,aswellashowtoworkwithteenpartners.

• Allowtimeforteenstoplanprogramdelivery.Teachnotonlythecontentpiecebutalsothe“how”tofindgroups to teach.

• Includeteambuildinginitiativesforteensand their adult partners.

• Modeltheskillsandbehaviorsyouwantparticipantstoemulate.Alwayskeepinmindthatpeoplemodelwhattheysee;teensarecertainlynoexception.

• Useexperiencedteensasco-trainers.Thisisaformofrecognition,andhelps“keepitreal”forthetrainees.Haveamodelfacilitatorsessionusingtheexperiencedteens.

3. Create opportunities to practice! Practicetakesextratimebutisavitalcomponentofasuccessfulteenteach-ingexperience.Makesuggestionsandofferresourcesthatstrengthenwhatandhowtheyareteaching.Iftherearemultipleteensteachingmultipleworkshops,havethempresenttheirlessonstoeachother,andguideaconstructivediscussionaftereachpresentation.Thiscreatesalearningcommunityaswellasateach-


ingsupportsystemforthemtoaccessbefore,during,andaftertheirteachingexperience.

4. Group youth into teaching teams.Assigningteensintoteachingteamscreatesgreatercomfortforthemastheyareplanningandimplementingthelessons.Italsobuildsasenseofaccountability–toeachother.Allowteenstoworkwithwhomevertheychoose.

• Createteamswith2-4teensand1adultcoach/partner.

• Pairamoreexperiencedteenteacherwithaninexperiencedteen.Theexperiencedteencanmentorthenewteen.Itistheexperiencedteen’sresponsibilitytomovethenewteenthroughtheprocess(counselor-in-trainingconcept).

5. Ask youth to visualize the teaching process. Helpthemthinkthroughthelesson,includingwhattheymightneedandhowtheywillpresenttheactivity.Askteenstobrainstormaboutthekindsofunexpectedoccur-rencestheymightencounterandhowtheywouldhandlethem.Problem-solvingaheadoftimeincreasestheteens’abilitytodealwithproblemswhentheyoccur,buttrytoavoidsimplypresentingthemwithsolutions.

Resources and Support

1. Provide research-based curricula and materials. Materialsshouldbeteen-friendly,easytofollow,andstruc-turedinawaythatissuitabletoteensworkinginpairsorteamstopresentinavarietyofsettings(formoreabout appropriate curricula see also Inquiry Based Learning Approaches).

2. Supportive adult partners are a critical factor in great teen teaching. Theyshouldunderstandthegoalsandphilosophyoftheprogram.Asupportiveadultshouldbepresentwhenateenisteaching,toprovidemoralsupportandtoassistshouldsomethingunexpectedhappen.Lookforadultswho:

• Haveastrongrapportwithteens,

• Can gently pose ideas to consider,

• Are good listeners, and

• Enjoyteenagers.

3. Ensure that adults working with teens are trained and prepared.Determinereadinessofadultsforthisrole.Adultpartnersmustbewillingto:

• CommitfullytounderstandingandpracticingtheYouthasPartnersmodel.

• Understandexpectations.

• Knowthecurriculum.

• Attendandparticipateintrainings(donotletthemoffthehook!).

• Assistwithobtainingsuppliesandmaterials,roompreparation,andotherlogistics.

• Mentor/coachteens.


• Assistwithmaintainingthelearningenvironment(e.g.,unrulyyouth,logisticaldifficulties,etc.).

• Helpfacilitatecontinuousdevelopmentoftheteens’skills.

4. Assist teens in reflecting on their teaching experience. Whenteensreflectontheirteachingresponsibility,theyidentifytheirstrengthsasteachersandareasuponwhichtheyneedtoimprove.Thisisanimportantstep,soexploremethodstoencouragetheprocess,suchas face-to-facemeetings,phoneconversations,journaling(besuretoincludeamethodtoprovidefeedback),andsoforth.

Case StudiesArnett – Science-Based Teen Employment Program Facilitates Life Skill Development. TheAdventureCentralsummerJobExperienceandTraining(JET)work-basedlearningprogramengagesteensinparks-relatedcareerstoincreaseskillsanddeliveraservicetothepublic.Eachsummer20-25teensareplacedinavarietyofroles(e.g.,parkmaintenance,daycampcounselor, informationtechnology,nutrition/foodservice,administrative,publiceducation,recreationeducation,etc.)andmentoredbyanadultsupervisorovertheeight-weekprogram.Teendaycampcounselorsserveasprogramfacilitatorsforyoungeryouthanddeliverascienceandnaturecurriculum.Avariationoftheprogramhasbeenofferedduringtheschoolyeartargetedatearlyteenstoplacetheminaposi-tionofresponsibility,typicallyassistingwithoneoftheyoungergroups.TeencounselorsarealsoutilizedfortheAdventureCentralovernightcampexperience.Teensparticipateinthreetofourplanningandtrainingsessionsthroughouttheyearandthenimplementthethree-day,two-nightcampwithstaffsupport.Oneortwoteensserveasthecampdirectorandfacilitatethecampexperiencewhilesupportingtheirpeersandholdingthemac-countableforprogramperformance.Aspartofthesciencefair,olderyouthhelptocritiqueandsupportyoungeryouthastheyworkontheiroralpresentations.Theseolderyouthhavethebenefitofpreviouscoachingthroughtheprogramandareexcitedtosharetheirknowledge.Youngeryouthappreciatetheolderteens’interestandfeedback.Olderyouthalsoassistwithjudgingforthesciencefair.–Nate Arnett, The Ohio State University

Bird – Teens in Authentic Leadership Roles Expand Reach of 4-H Science.Engagingteensinthedeliveryof4-HScienceprograms is anexcellentway toenhance the learningexperience for younger youth,develop teens’buddingskills,andbringnew,olderyouthtothe4-Hexperience.InSacramento,teensteachweekly4-HYouthExperienceinScience(YES)ProgramlessonstochildreningradesK-3inafterschoolprograms.Teensalsoserveasbothprogramplannersandasstaffforthe4-HOntheWildSideenvironmentaleducationcampthattakesplacetwoweekendsinlateMay/earlyJunefor4th-6thgradeyouth.Inbothinstances,teensworkinteamstoplananddeliversciencelessonsfrompre-determinedcurricula.Teensarerecruitedthroughlocalhighschools,serviceclubs,andfromafterschoolprogramswiththeYESProgram.Oftenteenswhovolunteerfortheprogramshaveservicerequirementstheyneedtocompleteforschool,andtheyfind4-Hprogramsviatheweborthroughwordofmouth.

Teensaretreatedasvaluableresources,knowwhatisexpected,andaregiventhetoolsandresources(includingadultcoaching)todotheirjobs.Eachprogramhasanapplicationprocessandtraining:YESrequires10hoursoftraining(aFridayeveningandmostofthedayonaSaturday);OntheWildSiderequiresfoureveningmeetings,asix-hourtraining,andaweekendretreat.Inbothprograms,teenagersengageinauthenticleadershipandteach-ingroles.Theyarecompletelyresponsibleforplanning,organizing,anddeliveringtheprogram.–Marianne Bird, University of California

Francis – Teen Teams and Adult Coaches Deliver Community STEM Experiences. TheTRYSTEM:TeensReachingYouthinScience,Technology,EngineeringandMathprogramisdesignedtoprovideteensingrades8-12withformalleadershipandteachingopportunities.4-HteensdeliverSTEMexperiencesduringout-of-schooltimetoyoungeraudiencesandthecommunityatlarge.A4-HTRYteamconsistsoftwotofourteens,workinginpart-nershipwithanadultcoach.TRYteams,bothmembersandcoaches,completeavarietyoflocal,regional,andstatewidetrainingstopreparethemtosuccessfullyfacilitatetheprojectforyoungeryouth.ATRYtrainingisdi-videdintotwoparts:(a)TRYCoreTraining–participantslearnhowtoworkwithandteachyoungeryouth,whileworkingasateamwithfellowmembers,and(b)CurriculumTraining–participantscompletein-depthtraininginaspecificcurriculumorprojectarea.Kitstosupportthecurriculumareavailableforcheck-out.

AspartofreceivingtheSTEMtraining,teenscompleteacontractstatingthattheywillteachatleast15youthforaminimumofsixhoursofSTEMcontent(tothesamegroupofyouth).Teamsarechallengedtoearnabronze,sil-ver,orgoldlevel,withcorrespondingawardsbaseduponthenumberofyouthtaught.TeenshaveprovidedSTEMexperiencesduringafterschoolprograms,4-HAchievementNights,FamilyScienceNights,andspecialevents(e.g.,ScienceDay,SaturdayRobotics,etc.).OnecountydocumentedtheirSTEMefforts inafilmproducedbytheteens.Thefilmwasawarded1stPlace4-HScienceFilmattheNationalAssociationofExtension4-HAgentsConference.–Dave Francis, Utah State University

ResourcesCreating Youth-Adult Partnerships: Training Curricula for Youth, Adults and Youth-Adult Teams – leads youth andadultsnewtogroupfacilitationandtoyouth-adultpartnershipsthrougha6-8hourtrainingthatbuildstheircapacitytoworktogetherintruecollaboration.The156-pagestep-by-stepcurriculumincludesdetailedscripts,activities,andevaluationmaterials.Availableathttp://www.theinnovationcenter.org/store/87.

Engaging Older Youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time – includesinformationonkeepingyouthengagedovertime,developmentaldifferencesbetweenmiddleschool and high school programs, city-level supports to promote and sustain participation, and key findingsandimplications.Availableathttp://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAr-easofFocus/Out-Of-SchoolLearning/Pages/engaging-older-youth-city-level-strategies-support-sustained-partici-pation-out-of-school-time.aspx.

Teens as Volunteer Leaders: Recruiting and Training Teens to Work with Younger Youth in After-School Pro-grams –includesinformationontheelementsofteensasvolunteerleaders,teenrecruitment,mentorandafter-schoolprogramrecruitment,projectorientation,training,recognizingprogramparticipants,andpromoting4-Hafterschool.Oneofseveral4-HAfterschoolResourceGuidesavailableat http://www.scribd.com/doc/102794559/As-TeenVolunteers-1.


http://www.theinnovationcenter.org/store/87

http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/engaging-older-youth-city-level-strategies-support-sustained-participation-out-of-school-time.aspx



http://www.scribd.com/doc/102794559/As-TeenVolunteers-1


IntroductionYouthrecognitionandprogramshowcasesarevitalpartsofanyprogrammingcycle.Recognitionisabasicyouthneed,andprovidesthemwithmotivationtonotonlycompleteprojects,buttocompletetheminanexemplarymanner.Itisimportantforadultswhoworkwith4-Hmemberstoprovideappropriaterecognitiontoallpartici-pants.TheNational 4-H Recognition Model includesfivetypesofrecognition(seeResourcesbelow).

• Recognitionof4-Hmembersforparticipationineducationalexperiencesacknowledgesinvolvementasafirststepinbuildingapositiveselfconcept.

• Recognitionofprogresstowardpersonalgoalsenablesyouthtogainexperienceingoal-settingandrealisticself-assessment.

• Recognitionoftheachievementofgenerallyrecognizedstandardsofexcellencegivesyouthanexternal, pre-determinedtargetfortheirlearningexperiences.

• Recognitionthroughpeercompetitionisastrongmotivationforsomebutnotallyoungpeople.Itisnot appropriateforyouthunderageeight.

• Recognitionforcooperationhelpsyouthlearnandworkcooperatively,preparingthemforlivingintoday’sinter-dependent,globalsociety.

Programshowcasesprovideyouthawonderfulvenuetosharewhattheyhavelearnedwithothers,anotherformofrecognition,andagreatincentivetodogoodwork.Showcasingprogrammaticeffortsisalsoanunparalleled opportunity to promote andmarket your 4-H Science programs to key stakeholders; program funders and sponsors;local,countyandstateofficials;parents;andthecommunityatlarge.

Thepurposeofthischapteristohelpprogramplannersunderstandtheimportanceofprovidingyouthappropri-ate,meaningfulrecognition(beyondtheobligatorycertificate),aswellasthevalueofshowcasingprogrammaticefforts.Thefollowingpromisingpracticesalsocontainpracticalinformationandideasforprovidingyouthincen-tivesandrecognitionandhostingaprogramshowcase.

Promising PracticesThepromisingpracticesforRecognizing Youth and Showcasing Programmatic Efforts aresubdivided intotwocategories:(a)Recognition,and(b)ProgramShowcases.

Build recognition and program showcase opportunities into initial program design.Insteadofviewingarecogni-tionactivityasanindividualproject,itisimperativetoincludeitinprogramplanningandimplementation.

Recognizing Youth and Showcasing Programmatic Efforts

Recognition

1. Recognize successes within a reasonable timeframe.Formaximumeffect,donotdelayincentivesandrecog-nitionanylongerthannecessary.

• Specialeventsoractivitiesmaybeincludedaspartofanongoingprogram(beforetheprogramends),andmayalsobeusedasopportunitiesforadditionalenrichment.Forexample,ropescoursesandrockclimbingcanfunctionasincentivesandofferteambuildingopportunities.

• Assesstheimpactofaprogramshortlyaftertheprogramendstoshowthoseinvolvedtheeffectsoftheircontribution(s).

• Foryouthvolunteers,recognitionshouldnotbejustanend-of-programactivityorprogramshowcase.Asmallrecognitionshouldbeimmediateandinformaltoprovidesomeneededfeedbacktoyouthvolunteersontheirperformance.Manyprogramshaveannualorbi-annualvolunteerawardsceremonies,whichmakeforanicerevent,butthismaydelayrecognition.

2. Offer meaningful opportunities to recognize youth for their accomplishments.Sometimesweget“certificatehappy”andrelytoomuchonthemtoprovidekudos.Certificatesarenotalwaysfittingasanexpressionofgratitudeforateen’scommitmenttoaproject.Ifindoubt,askyouthforideas.Considertryingthefollowing:

• Scholarships/sponsorships(forconferences,stateandnationaleventsoractivities);

• Stipendsorothermonetaryawards;

• Givingrecognitioninfrontoftheirpeers(seeNolen in Case Studies below);

• Meals(pizzaparties),awardsbreakfasts,orotherfood-relatedtreats(icecreamsocials);

• Hand-writtenthank-younotes;

• Newspaper,newsletter,websiteacknowledgmentsoftheirsuccessesandcontributions;

• Opportunitiestopresentatconferences,ortobemodelpresentersfortrainingworkshops;

• ShowcasingyouthinmarketingmaterialsandPSAs;and

• Retreats, annual recognition events and/or trips (e.g., science centers, museums, businesses, etc. –especiallyifincludeanovernightstay)canbeusedascapstoneeventstiedtotheeducationalobjectivesoftheprogram(seeRipberger in Case Studiesbelow).

3. Recognize the value of contests, skillathons, design challenges, etc. as incentives to motivate youth.Includeopportunitiesforage-appropriatefriendlycompetitionintheprogramdesign.Youtharenaturallycompeti-tive,andthesekindsofactivitieswillmotiveyouthtocompleteprojects,stimulatelearning,andprovideanopportunitytorecognizethemfortheiraccomplishments(seeNolen in Case Studiesbelow).

4. Provide authentic leadership opportunities. Recognizinga youngperson canbeas simpleasasking themtoshowotherswhattheyhavelearnedfromtheirpastexperiencewith4-HScienceprojects.Offerjuniorleaderappointmentstoyouthwhocompletedtheprogramintheprioryear.Theycanoverseeresources,

101Recognizing Youth and Showcasing Programmatic Efforts

demonstrateexperiments,andsharewhattheydidlastyearintheprogram.Seektheirinputintheprogramplanning stage.

5. Create lasting mementos of the experience.Youthenjoytangibleremembrances,especiallyphotographs.

• Plan programs to include items that can be sent home at the end of the program (projects, journals, certificates,projectbooks,etc.).

• Takeandsharelotsofphotosandvideo(e.g.,websites,newspapers,newsletters,etc.).ProvideyouthwithcopiesonDVDorotherformatatprogramclosing.

6. Include individual learning portfolios in program planning. Learningportfoliosincludeacompilationofworkscreatedbytheyouth,suchasvideos,stories,projects,web-basedmaterials,andsoforth.Portfolioscanbeshowcasedatcountyandstatefairsorotherlocalcommunityevents.

Program Showcase

1. Create opportunities for youth to showcase program efforts. Ratherthantryingtoforceafitwithother4-Hevents,theclosingshowcasesaretiedtotheprogramanditstiming,location,andcommunitymembers(seeRipberger in Case Studiesbelow).

• Connecttolargercommunityeventssuchasresourcefairs,communitydays,andsoforth.

• Asktobeincludedinappropriatepartnerorganizationevents.

• Arrangeforyouthtomakepresentationsatstakeholder,schoolboard,andevencity/municipalsmeetings.

2. Combine recognition events with the program showcase to celebrate youth achievement and promote the program.Gotheextrasteptomakesureyoutharerecognizedfortheircommitmentandtoshowcasepro-gramefforts.

• Sinceaprogramshowcasegenerallyhasalarger,morediverseaudiencethanarecognitioneventalone,youthwillfeelanevengreatersenseofprideintherecognitiontheyreceive.

• Combining recognition with a program showcase provides a better picture of youth and program accomplishmentsforkeystakeholders.Consideraskingstakeholderstohandoutrecognitionitems.

3. Remember that a program showcase is an important part of the 4-H Science marketing plan.Whilethiseventisanimportantwaytoproviderecognitiontoyouth,itisinvaluableforpromotingtheprogramitself(and4-HScienceingeneral)tothecommunity,includingcurrentandpotentialfunders,partners,andsoforth.

• Includerefreshments,generallyatthebeginningoftheevent.

• Sendinvitationsviaemail,regularmail,andwithyouth.

• Coordinatewithprogrampartnerstoplanandimplementtheevent.

• Partnerwithcommunityvenuestohosttheevent,insteadofhostingitinprimarily4-Hfacilities(e.g.,schoolauditoriums,movietheaters,partnerorganization,etc.).



• Inviteparentsandotherfamilymembers.Evenifparentscannotattend,theyshouldreceiveinformationabouttheeventandtheyouthshouldhaveribbons,certificates,projectbooks,portfolios,orotherkindofend-of-programpackettosharewiththemlater.Thisrecognitionwillgivetheparentandyouthanopportu-nitytotalkaboutwhattheydidintheprogram.

4. Include program partners and key stakeholders. Showkeyplayerswhatyoutharecontributingtooraccom-plishingintheprogram.

• Localfundersarehappytoattendculminatingevents.Theyfeelgoodabouttheirimpactontheyouth,anditsetsthestageforfuturefunding.Attendanceataneventismuchmorememorablethanreadingafinalreport!

• Municipalandcounty(evenstate)officialsalsowelcometheopportunity,andoftenbringmediacoveragewiththem.Invitethemtospeakattheeventifpossible.

Case StudiesNolen – Multiple Methods to Motivate and Recognize Youth. Achancetoberecognizedisahugemotivator,especiallywhenopportunitiestowinarefunandchallenging.Achancetoparticipatewithpeersonateampro-motescooperationandteambuilding,aswellasasenseofachievement.Thewayopportunitiesarestructuredforyouthtoexcelandberecognizedhasimportantimplicationsforpositiveyouthdevelopment.Evaluationsandsolicitingfeedbackfromsitepartnersandyouthparticipantshelpincreaseunderstandingaboutwhatworksandhowprogramdesigncanbeimproved.The4-HScienceAfterschoolPrograminHoustonusesmultiplemethodstomotivateandrecognizeyouth.

Contests and Skillathons.The4-HAerospaceprogramutilizesskillathonstorecognizeyouth.Staffserveasjudgesusingcheckliststoevaluateeachteambasedonasetcriteriaforteamwork,problemsolving,andconductingsuccessfulflighttests.Teamsarerankedonetofive,withribbons,certificates,andprizesawardedrelatedtothethemeofthecontest.Youthalsoreceivearesourcebookwiththeactivitiescompletedandnewactivitiestotryathome.Theresourcebooksenthomewithyouthwitha“big”4-HEmblemonthecoverpromotes4-Handboostsenrollment.

Programstaffandyouthagreethatalittlecompetitionwithprizes,ribbons,andcertificatesawardedmotivatesyouthandhelpsthemfeelagreatsenseofaccomplishment.ThisisparticularlytruewhenworkingwithyouthwhostrugglewithEnglishasasecondlanguageorhavedifficultyachievingintheclassroom,butgainconfidencewhentheygetachancetoprovewhattheycando.A5thgradeboywhohadparticipatedinthe4-HAerospaceSkillathontheyearbefore,remindedprogramstaffhowimportantincentivesarewhenhesaidoutoftheblue,“Iwonfifthplacelastyearflyingtheairplanes.”Laterthatyear,thissameboyexplainedthathecouldnotleadthe4-HMottoandPledge,becausehecouldnotread.Theimportanceofthat5thplaceribbonwassuddenlymagnified.

Recognitioncanjump-startconversationsathomewithparentsaboutwhattheydidin4-HAfterschoolthatday.Youthrecognitionincentivesarealsoagreatwaytopromotetheprogram.Incentivesthatdoubleaseducationalresourcescanbeasourceofpridetotheyouth,expandlearning,andbecomeafamilyresourcetheyouthcansharewithparentsandsiblings.

Engineering Design Challenges.Challengesareeasytoorganizeandcanbeusedtobuildteamwork(e.g.,design-ingpaperbridges,strawstructures,ballandtrackjumps,etc.).Anyteambuildingactivitythatinvolvesconstruct-ingsomething,creativethinking,andproblemsolvingwillwork.Forchallengesyouthareawardedbonuspointsforfirstandsecondplace,orspecialprivileges.

Program Showcases. The4-HScienceFilmcontestshowcasesthefilmprojectstopeers,parents,andstaff.Judg-esrankthefilmsandawardribbonsandcertificates.Areceptionisheldtocelebrateyouthachievements,com-pletewithfruitparfaits.

Peer Recognition.Recognizingyouthamongpeersduringtheafterschoolprogramoranassemblywithkeystake-holders,schooladministrators,andparentspromotesasenseofprideforparticipantsandshowcasesthe4-HScienceprogram. Youthwill remember the recognitionexperience. The awardsprocess (hearing their namecalled,comingforwardtoshakehandswiththepresenter,hearingtheapplause,andtakingtheirplacewiththeirpeers)addsmeaningtothelearningexperience.Thisishowyouthgetthecouragetobelieveandvalueintrinsicrewards.Theylearnthatasenseofprideintheaccomplishmentismorevaluablethananyextrinsicmaterialrewards.–Sheryl Nolen, Texas A&M University

Ripberger - Recognition Motivates Youth and Furthers Educational Goals. 4-HAfterschool inTrenton,NewJerseyincludesseveral4-HScienceprograms–DesignIt!andExploreIt!(NPASS2–CenterforScienceEducationatEDC),theJuniorMasterGardener®program,and4-H4-REEL(adigitalfilmmakingprogram).These12-weekprogramsaredeliveredby4-Hstaffincollaborationwithafterschoolproviders.Ineach12-weekafterschoolpro-gram,youthworkinteamsonmultipleprojectsortowardaculminatingproject.Incentives,programshowcases,andrecognitiontripsarebuiltintoeachofthe4-HScienceprogramsandarerecognizedascriticalcomponentsofprogramdesign.

Forexample,in4-H4-REEL,duringrecruitmentofyouthandaspartoftheinitialprogramsession,staffoutlineprogramincentivesandrecognitionopportunities.ThisincludesarecognitiontriptoNewYorkCity(NYC)forthehighestscoringteamfromeachsiteandcamerasforeachmemberofthehighestscoringteamoverall(foursitesareinvolvedeachyear).Participantsknowtheireffortsareleadingtoafinalvideothatwillbescreenedataclos-ingreceptionandprogramshowcasewithafterschoolyouth,family,andkeystakeholdersfromeachofthefoursites.Eachteamisrecognizedwhentheirprojectisscreened,andallparticipantsreceivecertificatesandaDVDcontainingthevideoprojects.Guestjudges(amixofyouthdevelopmentandcontent-richprofessionals)providefeedbacktoindividualteamsandselectthehighestscoringteamsfromeachsite.Ratherthantryingtoforceafitwithother4-Hevents,theclosingshowcasesaretiedtotheafterschoolprogramanditstiming,location,andcommunitymembers.TherecognitiontriptoNYCincludeseducationalvisitstotheSonyWonderTechnologyLab,MuseumoftheMovingImage,andNBCStudios.Thekeyisthatrecognitionisbuiltintothedesignoftheprogram,occursthroughouttheprograminmultipleways,servesasasourceofmotivation,andfurtherenrichesthe learning. –Chad Ripberger, Rutgers University

ResourcesNational 4-H Recognition Model –themodel,includingfivetypesofrecognitionandsuggestionsforapplyingthemodel,isavailableathttp://www.national4-Hheadquarters.gov/library/4h_recmo.pdf.


http://www.national4-Hheadquarters.gov/library/4h_recmo.pdf

IntroductionConsistentmarketingandbrandingisvitaltothelong-termsuccessof4-HScienceprogramming.Marketingandbranding“...isnotaboutgettingyourtarget[audience]tochooseyouoverthecompetition,butitisaboutget-tingyourprospectstoseeyouastheonly onethatprovidesasolutiontotheirproblem(L.Lake).”Theproblemforout-of-schooltime(OST)youthprograms(e.g.,afterschoolprograms,summercamps,etc.)isthattheyneedinformalscienceeducationresources.Thesolutionis4-HScience!4-HSciencehasunparalleledexpertiseandre-sources(backedbythelandgrantuniversitysystem)availabletodevelopanddeliverinformalscienceprogram-ming–withinthecontextofpositiveyouthdevelopment(PYD).

Introducing4-HScienceintourbancommunitiesalsoprovidesagoldenopportunitytoshapethekindsofpro-grammingthisaudiencewillthinkofwhentheyhear“4-HYouthDevelopment.”Urbanresidentsoftendonothavepreconceived ideasaboutwho4-H is,orwhat4-Hoffers.Therefore,whatpeopleobserve4-H“doing”determineshow theywill thinkof4-H. Intentionalprogramdesign, coupledwithenthusiasticmarketingandbrandingpracticesallows4-Htopositivelyinfluencecommunityperceptionfromthestart!Thepurposeofthischapteristoprovide4-Hprofessionalswiththeinformationneededtoeffectivelymarketandbrand4-HScienceprogramsinurbancommunities.

Promising PracticesThepromisingpracticesforMarketing and Branding 4-H in Urban Communitiesaresubdividedintofourcatego-ries:(a)General,(b)Partnerships,(c)ProgramPlanning,and(d)ProgramMarketingandPromotion.

General

1. Develop a written, personal 4-H marketing/branding philosophy. Takesometimetoreflectontheimportanceofpromotingthe4-Hbrandinall4-HScienceprogrammaterials.Examineanypersonalfearsorhesitationsthatmayhavepreventedthisinthepast,andcommitinwritingtobeingproudoftheheritagethatis4-H,andofthe21stcenturyopportunities4-Hisembracing(seeWagoner in Case Studiesbelow).

2. Be intentional when communicating about 4-H.Takeadvantageofeveryopportunitytocommunicatethebreadthanddepthof4-Hprograms.

• Createabriefsummarythatexplainsthehistoryof4-H,aswellasfuturedirections.Practicearticulatingwhatuniqueopportunitiesandstrengths4-Hbringstothetable.Inparticular,besuretorelatethat4-H Science is science in the context of positive youth development (PYD). This sets 4-H Science apart from programsthatarestrictlyscienceeducation.

• Usethephrase“4-HYouthDevelopment,”the4-Hmissionmandates(Science,HealthyLiving,Citizenship),

Marketing and Branding 4-H in Urban Communities

107Marketing and Branding 4-H in Urban Communities

and the Essential Elementsof4-H(belonging,independence,mastery,generosity)inyourcommunications.

3. Emphasize the connection between 4-H and the state land grant university system.Createaprogramname/logocombinationthatintentionallyconnectsthe4-Hbrand(and4-HEmblem)tothelandgrantuniversitysystem(e.g., 4-H – The Youth Development Program of the Land-Grant University).Thiswillhelpconsum-ersunderstandwhoisofferingtheprogram,especiallyimportantinurbanareaswithmultiplecollegesand universities,thusavoidingconfusionregardingprogramaffiliation.

4. “Brand” 4-H Science programs consistently. Itisimperativethatall4-HScienceprograms(andall4-Hpro-grams),usethe4-HEmblematalltimes.Educateothersaboutwhatitrepresents.Failure to display the 4-H Emblem out of fear of what “others” will think is detrimental to building awareness of 4-H Science.

Partnerships

1. Market yourself to potential (and current) partners. Makeitapointto“beatthetable.”Attendcommunity-wideyouthdevelopmentmeetings,summits,boards,andsoforth.Provideupdatesandone-pagers.Sharethe4-Hstorywitheveryone.

2. Reach agreement with partners on 4-H signage and recognition opportunities.Whenworking inpartner-ships, always co-brandmaterials.Negotiation and compromise are keys to successwhenmarketing 4-Hyouthdevelopmentprogramsandbrandingoptionstopotentialpartners.Reachinganacceptablemarketingandbrandingrelationshiprelativetoprogramcomponents,evaluationstrategies,andreportstostakehold-ersmakesiteasierforpartnerstoworkside-by-sidewhilestillhavingtheirindividualneedsmet.

• Thereisnoquestionaboutwhetherthe4-HEmblemshouldbeincludedonprogrammaterials,butdodis-cussorclarifyhowitshouldbeused(see4-H Emblem in Resourcesbelow).Alsodiscussinclusionofappropri-ateverbiagerecognizingExtensionandtheLandGrantUniversityinallmarketingmaterials.

• AspartoftheMOU,bothpartiesshouldagreeonthelevelofrecognitioneachpartnerwillreceiveonre-spectivepublications,signage,websites,andothermedia(seealso Create a Memorandum ofUnderstandingin the Section Introduction to Partnerships, Resource Development, Program Growth and Sustainability).

3. Participate in partner events.Partnereventsaretheperfectopportunitytosupportthepartnerwhilealsopromoting4-HScienceprograms(e.g.activitystations,informationbooths,etc.).

• Bringplentyofbrandedpromotionalitemsasgiveaways,aswellasbrandedmarketingmaterials(see4-H Mall in Resourcesbelow).

• Bringalaptopcomputerandshowcasethe4-HSciencePSACampaign(seeProgram Marketing and Promo-tionbelow)oranautomatedPowerPointpresentationaboutcurrent4-HScienceprogramofferings.

Program Planning

1. Choose program topics based on the needs and interest trends of urban youth. Useprogramplanningtocre-ateopportunitiesfor4-Htolookrelevant(forpeopletosay“WOW,that’s4-H?Ididn’tknow4-Hdidthat”)byofferingcurrent,engagingprograms.Sometopicsmaybeperennialfavorites.Othertopicsmayhaveashortershelflife,butareneededtoattractnewaudiencesandprovidefreshcontentforreturningprogramparticipants.


2. Charge program fees where appropriate.Strategicprogramfeesarepartofamarketingplan.Clienteleandprogrampartnersoftenassociatequalitywithfee-basedprograms.Understandingthelocalmarketiscrucialtodevelopingthemosteffectivepricingstructure.Useslidingscalesandscholarshipsforthosewithfinancialneed.

3. Include program showcase events.Culminatingevents,programshowcases,andrecognitioneventsareex-cellentopportunitiesforcommunity-widepromotion(seeRecognizing Youth and Showcasing Programmatic Efforts).

Program Marketing and Promotion

1. Understand cultural beliefs.KeyinformantsandculturalguidescanhelpExtensionstaffunderstandthecul-turalbeliefsofspecificurbanaudiences.Highlightinghow4-Hprinciplesrelatetoacommunity’sculturalbeliefsestablishescommongroundtodiscusshow4-HSciencecanmeettheirneedsasanurbanpopulation.

2. Utilize 4-H marketing and promotion resources. Be familiarwith the resourcescurrentlyavailable tohelpeffectivelymarket/brand4-H Scienceprograms. These resourcesweredevelopedby professionals. Theyincludesoundideasandareofexcellentquality.Thefollowingwebpagescontaininvaluableresources.

• 4-HScienceResearch.ThiswebpageincludeslinkstothebrochuresfortheYEAKReport(YouthEngagement,Attitudes,andKnowledge)andthe4-HScienceImplementationStudy(seeResourcesbelow).

• 4-HPromotionalToolkits.LookforThe4-HSciencePSACampaign,One Million New Scientists. One Million New Ideas™,whichhasexcellentvideos(seeResourcesbelow).

• 4-HNationalYouthScienceDay(NYSD).Thiswebpagecontainsinformationaboutthenationalexperimentaswellaseventplanningresources(three-monthplanningtimeline,customizableflyers,newspaperandwebbannerads,andevenanNYSDgraphicforaFacebookpage).Thereisalsoaneventarchivefor2008-2010NYSDmaterials(seeResourcesbelow).

3. Develop and use high quality marketing materials that appeal to urban audiences. CollaboratewithuniversityandExtensioncommunicationoffices.Theywillgiveprofessionalpolishtomarketingmaterials.Continuallyfeedcommunicationofficesstories,photosandvideossotheycanshareandpromote4-HScienceprograms!Be sure to:

• Reflectcurrentanddiverse4-HSciencecurricularofferings(e.g.,robotics,GPS/GIS,aerospace,etc.).

• Includephotographsandvideoofadiversityofparticipants,staff,andvolunteers.

• Eliminatetheuseofclipartandwordart.Usehighquality,21stcenturygraphicimages.

• Engage a cultural interpreter from the community to help translatematerials into the relevantdialects. Do not assume a “one-size fits all” approach to any language. For example, there arevariationsintheSpanishlanguagethatreflectthecountry(orevenlocale)oforigin.Bemindfulofaverageliteracylevelsregardlessoflanguagespoken.

• Create a 4-H Sciencewebpagewithinyourcountyand/orstate4-Hwebsites.Showcaseprogramsuccessesandevaluationresults.Webpagesshouldbefreshandup-to-datewithcurrentinformation.Avoidjuvenile


animations.Photosshouldrepresentdiverseaudiencesengagedinexcitingactivities.

4. Engage in strategic marketing. Usetargetedpromotionalstrategies.Knowwheretofindyouthoftheappro-priateagetofillparticipantslots.

• Contactpreviousparticipantsviamailoremail.

• Postflyersinkid-friendly(andageappropriate)locations.

• Postprograminformationinschools’electronicbackpacks.

• Sendflyerstoappropriategradesinschoolsandafterschoolprograms.

• Sharecurrentprogramresultsandphotoswithparticipants–andwithyouthwhodidnotattendtoletthemknowwhattheymissed.

• Partnerwiththemunicipalitytoincludeyourprograminrecreationbooklets.

• Participateincampfairsanddirectories.

• Postelectronicflyersonpartnerwebsites(e.g.,naturecampflyeronhomepageofNatureCenter).

• Leavebrochureswithrelevantsciencecentersandmuseums.

5. Market program evaluation results.Tellyourstorytostakeholders.Itisimportanttoconductprogramevalu-ationsinordertoshareprogramsuccesseswithcurrentandprospectivevolunteers,participants,funders,programpartnersandothersupporters(see4-H TRY STEM Report).

6. Provide branded items to everyone. Therearecountlesswaystopromote4-HScience(and4-H).Acceptthechallengetolocateand/orcreateproperlybranded,meaningful,appealingitemstogivetoeveryonecon-nectedwiththeprogram.Forexample:

• Programstaffshouldwearuniversity/4-Hclothingandnametagswhenengagedwiththepublic(implement-ingprograms,attendingmeetings,coordinatingevents,etc.).

• Facilitators(youthandadult)shouldwearappropriatelybrandedclothingandnametags.

• Partners,funders,andguestpresentersappreciatereceivingbrandedt-shirtsorshirts,pens/pencils,coast-ers,paperweights,keychains,andsoforth.

• Youthenjoyreceivinglanyards,t-shirts,hats,pins,balls,pens/pencils,plasticcups,keychains,andsoforth.

Case StudiesWagoner - Personal Marketing Philosophy.Throughworkinmultipleurbanareas,Ihaverefinedmyphilosophyandapproachwhenworkingwithprogrampartners.Holdingapersonal4-Hmarketingandbrandingphilosophyequipsmetobeconsistentinmyoutreachtonewaudiencesunfamiliarwith4-H.MyphilosophicalstatementexplainshowIworktoeducate partners and adaptprogramstojointlymeetclienteleneeds.

Thegreenandwhite4-HEmblemisoneofthemostwell-knownbrandsintheworld.Ithasexistedforover100years.The4-HNameandEmblemisahighlyvaluedmarkwithinourcountry’shistory,andithasaspecialstatus.

http://urban4hscience.rutgers.edu/pdfs/TRY-STEM-Report.pdf


ItisinacategorysimilartothePresidentialSealandtheOlympicEmblem,withapatentandguidelinesforuse.Ourfederalpartner,theUnitedStatesDepartmentofAgriculture,considersallExtension-sponsoredandadmin-isteredyouthdevelopmentprograms4-H.4-Hclubs,special interestgroups,short-termprograms,Cloverbudgroups,andcampingprogramsareall4-Hdeliverymodes.Itisimportantweeducateourconstituentsaboutthevarietyofprogramsthe4-Hbrandsignifies.

AsExtensionprofessionals,werespectthe4-Hbrandwhenweeducateourpartnersaboutthediversityofthe4-HYouthDevelopmentProgram,andhelpthemadapt4-Hprogramstotheiruniquesituations.Eachopportu-nitywehavetoclarifythebroadestviewof4-Hwithourpartnersisateachablemoment.Ifwedonotacceptthatopportunity,wemissthechancetoclarifywhoweare,howourprogramisdifferentfromotheryouthprograms,andhowopportunitiesweprovideyouth,families,andcommunitiestodayarerealsolutionstoimportantissuesintheirlives.Workingwithpartnerstochoosethedeliverymode,determinethedurationandintensityoftheprogram,identifysubjectmatter,outlinerolesforadultsintheprogram,anddevelopevaluationplansallowsthosepartnerstoadaptthemodelfortheiraudienceandtheireducationalsetting.Regardlessofhowthepro-gramlooks,whereitisheld,orwhotheparticipantsare,itisstill4-Handshouldbeidentifiedassuch.

Whenallouryouthdevelopmentprogramscarrythe4-Hbrand,clientsrecognizeoursuccessfulhistory,seethediversityandflexibilityofourprograms,andrealizetoday’s4-Hyouthdevelopmentprogramsaddresstheiris-suesinwaysotherprogramscannot.Theysee4-HYouthDevelopmentasa“oneofakind”programthatmeetstheir needs. –Steve Wagoner, University of Illinois

Resources4-H Name and Emblem –afactsheetontheproperuseofthe4-HNameandEmblem.Availableathttp://www.national4-hheadquarters.gov/library/4-Hguidelines-v4-26-04.pdf.

4-H National Youth Science Day –siteincludesathree-monthplanningtimeline,customizableflyers,newspaperandwebbannerads,andevenanNYSDgraphicforyourFacebookpage.Getstartedwiththe4-HNationalYouthScienceDayeventplanningtimeline,andabriefoverviewofhowtomakethemostofthematerialsinthekit.Available at http://www.4-h.org/4-h-national-youth-science-day/nysdhome.aspx.

4-H Promotional Toolkit – anonlinesetofresourcesincludingthe4-HSciencePSACampaignOne Million New Scientists. One Million New Ideas™. Available at http://www.4-h.org/resource-library/promotional-toolkits/.

4-H Science YEAK and Implementation Study Brochures –Availableatthe4-HScienceResearchpagehttp://www.4-h.org/about/youth-development-research/science-program-research/.

http://www.national4-hheadquarters.gov/library/4-Hguidelines-v4-26-04.pdf


http://www.4-h.org/4-h-national-youth-science-day/nysdhome.aspx

http://www.4-h.org/resource-library/promotional-toolkits/

http://www.4-h.org/about/youth-development-research/science-program-research/


Contributor Bios

Nate Arnett istheDirector/ExtensionEducatorforAdventureCentral,ayoutheducationprogramandcenterinDayton,Ohioservingurbanyouthandtheirfamilies.Forover10yearshehasgivenleadershiptothisuniqueandnationallyrecognizedmodelprogramandpartnership.Nateisactivelyinvolvedwithstatewideeffortsintheareaof4-Hteenworkforcepreparationandhasbeenaco-leaderofthisinitiativeforovertwoyears.Hisspecializationisintheareaofwork-basedlearning.Naterecentlyservedaspartofanational4-Hthinktankchargedwithhelpingdevelopprogramsandstrategiestoreconnectyouthandnature.NatealsospenttwoyearsasaRegional4-HYouthSpecialistwiththeUniversityofMissouriExtensionpriortocomingtoAdventureCentral.NatehasaB.S.fromPhillipsUniversityinEnvironmentalScienceandaM.S.fromtheUniversityofMissouri-ColumbiainParks,RecreationandTourism.The Ohio State University, [email protected].

Marianne Birdoverseesthe4-HYouthDevelopmentPrograminSacramento,California,andworksinpartnershipwithvolunteersandcommunityorganizationstodiversifyandenhanceeducationalopportunitiesforyouth.CollaborationswithSacramentoSTARTandotherafterschoolprogramproviderspavedthewayfornewscienceprograms:the4-HYouthExperiencesinScienceProject,4-HWaterWizardsProject,and4-HOntheWildSideenvironmentaleducationprogram,alldeliveredtourbanaudiences.Marianneutilizesthetalentsandenergyofteenagersasteachersintheseendeavors.Herpassionforworkingwithyoungpeoplegrewfromearlyexperiencesatsummercamp,andshenowchairstheCalifornia4-HCampingAdvisoryCommittee.Herresearchfocusesonmeasuringprogramimpact–includingtheCalifornia4-HCampStudy–andexaminingcommunity-wideyouthinitiatives.Marianneisa4-HAdvisorfortheUniversityofCalifor-niaCooperativeExtension.ShehasaB.S.inHumanDevelopmentandM.S.inCommunityDevelopment,bothfromUCDavis.University of California, [email protected].

mailto:narnett%40metroparks.org?subject=narnett%40metroparks.org

mailto:mbird%40ucdavis.edu?subject=mbird%40ucdavis.edu

Richard P. Enfieldhasbeenthe4-HYouthDevelopmentAdvisorwithUCCooperativeExtension,SanLuisObispo(SLO)Countysince1980,aswellasCountyDirectorsince2005.Hehasconcentratedonthedevelopmentanddeliveryofhands-onscienceprogramsfornon-for-maleducationalsettingssincethemid-1980s.Heistheinitiatorandco-developerofanexperientialandinquiry-basedyouth-adultscienceprogramcalled4-HSLOScientists.Since1997,hehasalsofocusedhisresearchandeducationaleffortsonthecomplimentaryconceptsofresiliencyandthedevelopmentalassetframework.Hehaspresentedworkshops,seminarsand“TrainingofTrainers”onthesetopicstoadultsandyouththroughoutCaliforniaandtheUnitedStates,includingnumerousworkshopstohelp4-Hleadersandothersunderstandandputintopracticetheprinciplesofinquiryandexperientialeducation.Inaddition,hehasauthoredarticlesandmonographsonthesetopics,therebyreachingawideranddiverseaudiencewithusefulinformation.University of California, [email protected].

Jackie Davis-Manigaulte,Ed.D.,isaSeniorExtensionAssociateandFamily&YouthDevelopmentProgramLeaderwithCornellUniversityCooperativeExtensioninNewYorkCity.Jackiehasextensiveexperienceintheleadership,developmentandimplementationofinformaleducationalprogramsforyouthandadultaudiences.ShehasworkedcloselywithcolleaguesandcommunityleadersthroughoutNewYorkCityandState,andservedonanumberofnationalcommitteesfocusedonthedevelopmentofprogramsforyouthandadultsontopics related topositiveyouthdevelopment,nutrition, environmental issues,parentingeducation, childdevelopment,hydroponics,gardening,andyouthentrepreneurship.ShehasaBachelor’sDegreeinHumanDevelopmentandFamilyStudiesfromCornellUniversity/CollegeofHumanEcology,aMaster’sDegreeinHomeEconomicsfromNewYorkUniversity/SchoolofEducation;andaDoctorateinAdultEducationfromColumbiaUniversity/Teacher’sCollege.Cornell University, [email protected].

Beth Rasa Edwards,UniversityofMissouriExtension,isa4-HSpecialistinJacksonCountywhoseprimaryresponsibilityisin4-HAfter-schoolprogramefforts.Overthe lastsixyearsshehasco-facilitateda$348,000annualgrant/contractfor4-HAfterschoolprograms,providingfundingforsevenfull-timestaffwithover6004-HAfterschoolclubmembers.4-HscienceprogramsincludeRobotics,SportsFishing,GIS/GPS,Gardening,andFoodandNutrition.Bethcreatedandco-coordinatedthePowerUP!YourAfterschoolProfessionalDe-velopmentInstitute.Sheworkswithlocalafterschoolprogrampartnerstoimplement4-HAfterschoolresearch-basedcurricula.BethhasadoubleB.S.inChildandFamilyStudies/PsychologyfromNorthwestMissouriStateUniversityandaMaster’sdegreeinSocialWorkfromtheUniversityofKansas.University of Missouri, [email protected].

113Contributor Bios

mailto:rpenfield%40ucdavis.edu?subject=rpenfield%40ucdavis.edu

mailto:jad23%40cornell.edu?subject=jad23%40cornell.edu

mailto:rasab%40missouri.edu?subject=rasab%40missouri.edu

Dave FrancishasworkedforUtahStateUniversityExtension4-Hsince2001.HeiscurrentlyanExtensionAssociateProfessorwithre-sponsibilitiesfor4-HScienceintheUtahState4-HOffice.ResponsibilitiesincludeworkingwithExtensionpartnerThanksgivingPoint,amuseumcomplexthatincludesaworkingfarm,dinosaurmuseum,andbotanicalgardens.Heworkswithavarietyof4-Hprogramstopro-moteSTEMthroughrobotics,afterschoolprograms,sciencecamps,4-HTRY(TeensReachingYouth),and4-HAggieAdventuresforkids.HehasaB.S.inEnvironmentalStudies,(environmentaleducationemphasis)andaM.S.inAgricultureSystems,TechnologyandEducation(ExtensionEducationemphasis).Utah State University, [email protected].

Janet Martin,Urban4-HSpecialistinIowaCityhas30yearsofexperienceintheIowa4-Hprogram.Sheleadsthescience,technology,andengineeringafterschoolandsummer4-HprogramsineastcentralIowa.CurriculumresourcesfromtheIowa4-HSETInitiativeandcooperationwitheducationandbusinesspartnersinthe“outofschool”committeeoftheCorridorSTEMInitiativeprovidetheresourcesandexpertisefor4-Hyouthprogramming.Janet’s4-HscienceprogramsincludeSummer4-HonWheels,summerroboticsthroughGEAR-TECH-21,EngineeringisElementary©summerandafterschoolprograms,andafterschoolscienceincooperationwiththe21stCenturyCommunityLearningCentersintheIowaCityCommunitySchoolDistrict.CooperationwithpartnersinthetechnologycorridorineasternIowahasbeenvitaltotheexpansionof4-HurbanscienceprogramsinLinnandJohnsonCounties.JanethasadegreeinElementaryEdu-cationfromIowaStateUniversityandamaster’sdegreeinEducationalPsychologyfromtheUniversityofIowa.Iowa State University, [email protected].

Leon Moonisthe4-HYouthDevelopmentSpecialistforUrbanAfterschoolprogramsinJacksonCounty,Missouri.Hehasservedasthedi-rectorofafterschoolprogramsforthepast11years,andwasinstrumentalinacquiringover$6millioninfundingforcounty4-Hprograms.TheafterschoolprogramshaveconcentratedoncareerdevelopmentandacademicachievementforunderrepresentedpopulationsintheKansasCity,Missouriarea.Programsfeaturingcross-ageeducation,dropoutpreventionandhighschoolgraduationhavereceivedna-tionalrecognition.4-HScienceprogramshavecoveredmostoftheSETprojectareaswithaspecialfocusonRobotics,GPS/GISandSportFishing.Leonbeganhis4-Hcareerin1965inMorganCounty,Ohio,andhasservedasExecutiveDirectorforMissouriandOklahoma4-HFoundations.University of Missouri, [email protected].

114 Contributor Bios

mailto:dave.francis%40usu.edu?subject=dave.francis%40usu.edu

mailto:jmmartin%40iastate.edu?subject=jmmartin%40iastate.edu

mailto:moonl%40missouri.edu?subject=moonl%40missouri.edu

Ashley MullensisanExtensionAssociatewiththeLouisianaStateUniversityAgriculturalCenter(LSUAgCenter)inBatonRouge,Louisi-ana.ForthepasttwoyearsshehasservedastheProgramManagerfortheLSUAgCenter’s4-HYouthWetlandsEducationandOutreachProgram.TheYouthWetlandsProgram isastatewideprogramdesignedtoheightenstudents’awarenessofLouisiana’swetland lossthrougheducationandservice-learningopportunitiesforyouthingrades4-12.Sinceitsinceptionin2007,theYWprogramhasreachedover150,000studentsand3,000educatorsacrossLouisiana.AshleyalsoprovidessupervisiontotheAmerica’sWetlandConservationCorps(AWCC),whichisanAmeriCorpsStateProgramaffiliatedwiththeYouthWetlandsProgram.AWCChashad80membersparticipateinthiscollaborativeeffortoforganizingandengagingothersinwetlandrestorationprojects,resultingin7,059volunteersoverathree-yearterm.AshleyhasaB.S.inWildlifeManagementandForestryandanM.S.inAgronomywithaspecializationinWetlandsEcologyfromLouisianaStateUniversity.Louisiana State University, [email protected].

James NichnadowiczisaRutgersCooperativeExtension4-HAgentinUnionCounty,NewJersey.Inadditiontomanagingatraditional4-Hclubprogram,Jimhasimplementedasummerscienceprogramforthepast20years.Eachsummer4-HhiresscienceteacherswhotraveltodaycampslocatedinthemosturbanpartsofUnionCountytofacilitateawidevarietyofhands-onscienceactivities.Theprogramreaches600underservedyoutheachsummerandfeaturesvisitsfromscienceprofessionals.Thelargestportionofsupportforthepro-gramcomesfromalocalcorporation.Inadditiontothesummerscienceprogram,Jimalsotrains4-Hclubleadersandafterschoolstaffintheuseofsciencecurriculaandmaterials.Lastly,hetrainsvolunteersintheareaofsciencetodeliverpresentationsinelementaryschools.In2010his“MasterTreeStewards”taughtover2,500youthabouttheimportanceoftreesintheurban/suburbanenvironment.Rutgers University, [email protected].

Sheryl Nolen isaCountyExtensionAgentwithTexasAgriLifeExtensionService,theTexasA&MUniversitySystem,inchargeofcoor-dinatingthe4-HUrbanYouthSETAfterschoolProgramsinHouston.OverthepastthreeyearsshehaspartneredwithPrecinct2YouthServicesandPrecinct2getherInc.toexpand4-Hscienceprogrammingtoafterschoolandsummercampsateightschool-basedsitesandcommunitycentersineastHarrisCounty.The4-Hscienceprogramincludesdigitalstorytelling,scientificmethod,engineeringanddesignchallenges,4-HAerospace,photographyandtheJuniorMasterGardener®program.Sherylcoordinates4-HSETTeenLeaderstoteachandmentoryouthdigitalmediaandmoviemakingatafterschoolandsummerprograms.ShealsocoordinatestheJuniorMasterGardener®programsat25schoolsitesreachingover3,000innercityyouthintheHoustonIndependentSchoolDistrict.SherylservesontheState4-HDiscoverScientificMethod(DSM)teamandworksattheDistrictandCountyleveltocoordinatethe4-HDSMResearchPosterCon-test.SherylhasaB.S.inHomeEconomicsandaM.S.inFamilyandConsumerSciencesfromNewMexicoStateUniversity.Texas A&M University, [email protected].

115Contributor Bios

mailto:awmullens%40agcenter.lsu.edu?subject=awmullens%40agcenter.lsu.edu

mailto:nichnadowicz%40njaes.rutgers.edu?subject=nichnadowicz%40njaes.rutgers.edu

mailto:snolen%40ag.tamu.edu?subject=snolen%40ag.tamu.edu

Lucinda Randolph-BenjaminprovidesleadershiptoCornellUniversityCooperativeExtension’sNewYorkCity4-HYouthDevelopmentprograms.Herworkhascenteredonbuildingyouthandadultpartnerships,engagingyouthinprogramsthatdevelopleadershipandlifeskills,andequippingyouthprofessionalsandvolunteerswithcompetenciesneededtotackletheemergingchallengesofworkingwithyouth.Lucinda’sUrban4-HScienceprograms(K-12)haveincludedAfterschoolUniverse(Astronomy),CitizenScience,GIS/GPS,InTouchScience,JuniorMasterGardener®,ProjectPigeonWatch,4-HMasterAnglerprogram,andsoforth.ShehaspartneredwithAgilentTech-nologiestointroduceyouth(withafocusonyoungwomen)toengineeringandtechnicalsciences.LucindaiscurrentlycoordinatingtheToyotaH2Oeffortthatsupportstheimplementationofthe4-HNationalScienceExperimentandtheMillionTreesEnvironmentalStew-ardshipProject.LucindahasaB.S.inGerontologicalStudiesfromCityUniversityofNewYork(CUNY),YorkCollegeandaMSEd/CSPEdinCorrectionalSpecialEducation&BehavioralStudiesfromCUNY,HunterCollege.Cornell University, [email protected].

Chad Ripberger istheCounty4-HAgentandCountyExtensionDepartmentHeadforRutgersCooperativeExtensionofMercerCountyinTrenton,NewJersey.Forthepastnineyearshehasdevelopedseveral4-Hyouthdevelopmentprogramsthroughpartnershipswithlargeafterschoolandsummerprogramproviders–includingtheBoysandGirlsClub,CityofTrenton,EducationWorks,NewJerseyYouthCorpsofTrenton,TrentonTeenLeadershipCorps,andtheYMCA.4-HScienceprogramminghasincludedscience-themeddigitalstorytelling,robotics,DesignIt!andExploreIt!,andtheJuniorMasterGardener®program.ChadleadsNewJersey’sinvolvementintheNationalPart-nershipsforAfterSchoolScienceproject(throughEDC,Inc.),athree-yeareffortthathasdevelopedastatewideOSTsciencetrainernet-worksupporting95afterschoolsites.Healsoorganizesaweeklongcampus-basedsummerscienceprogramforhighschoolyouthfromtargetedcitiesthroughoutNJ.ChadhasaB.S.inAgriculturalEducationandaM.S.inEducationalAdministrationfromPurdueUniversity.Rutgers University, [email protected].

Danielle D. RudolphisanUrbanRegionalExtensionAgentfortheAlabamaCooperativeExtensionSystem.SheprovidesleadershiptotheYouthDevelopmentandFamilyandChildDevelopmentprogramswithintheMontgomeryMetropolitanStatisticalArea,whichincludesMontgomery,Autauga,andElmoreCounties.Throughoutthepasttwoyearsshehasimplementedanumberofyouthprogramsfocus-ingonleadershipdevelopment,peermentoring,andcareerexploration.Daniellehasworkedcloselywiththestateyouthdevelopmentspecialistandotherurbanagentstohostaseriesof4-HSETworkshopsthroughtheannualTeensandTweensEmpowermentConferenceheldonthecampusofAlabamaA&MUniversity.Danielle,alongwithcounty levelcolleagues,conductsworkshopswithurbanyouthunderthestateinitiative,“Ready?SETtoExploreForensics.”DaniellehasearnedaB.S.inHumanDevelopmentandFamilyStudiesfromAlabamaA&MUniversityandaM.S.inHumanDevelopmentandLeadershipfromMurrayStateUniversity.Alabama A&M University, [email protected].

116 Contributor Bios

mailto:lr26%40cornell.edu?subject=lr26%40cornell.edu

mailto:ripberger%40njaes.rutgers.edu?subject=ripberger%40njaes.rutgers.edu

mailto:ddr0007%40aces.edu?subject=ddr0007%40aces.edu

Jessica Pierson Russo isanAssistantExtensionProfessor intheMinnesotaUrbanYouthDevelopmentOffice(MinnesotaUrban4-H),whichispartoftheCenterforYouthDevelopmentandtheUniversityofMinnesotaExtension.Sheisacertifiedlanguageartsteacherandanaturalist,andsince1997hasworkedwithyouthacrosstheUSinpublic,private,andalternativeschoolsinformalandinformalsettings.Since2004,shehasworkedwithMinnesotaUrban4-Htodevelopandpilotmodelsofurbanyouthprogramming,includinga4-Hleadersupportprogram,acommunitypartnerpairingsystem,andafamilyempowermentstrategy.Shehasalsodevelopedcurricularelatedtoexperientiallearning,internationaleducation,andglobalyouthleadershipandcitizenship.JessicaholdsamasterofeducationinyouthdevelopmentleadershipfromtheUniversityofMinnesotawithanemphasisonracialreconciliationandexperientialeducation. University of Minnesota, [email protected].

Steve WagonerisametroyouthdevelopmenteducatorwithUniversityofIllinoisExtension.BasedintheSt.LouisMetropolitanArea,hepartnerswithneighborhoodassociations,schools,communitycenters,youthservingorganizations,andscience-affiliatedentitiestode-velopsubject-drivenprogramsandorganizedyouthgroups.Hespecializesinleadershipdevelopmentforyouthandadolescents.Steve’s28-yearcareerin4-Hyouthdevelopmentengagesyouthandadultvolunteerleadersinprogramstailoredforthediverseaudiencesheserves.Heannuallyfacilitatesahighschoolleadershipconventionatanenvironmentalcenterformultiplestatesandco-leadsayouth-ledcommunitygardeninitiative.Steveholdsamaster’sdegreeinExtensionEducationfromtheUniversityofIllinoisandabachelor’sdegreefromSouthernIllinoisUniversity–Carbondale.HeisamemberoftheNationalAssociationofExtension4-HAgents,theAssociationforSchoolandCurriculumDevelopment,theAssociationofVolunteerAdministrators,andtheIllinoisExtensionProfessionalsforYouthEdu-cation.University of Illinois, [email protected].

Philson A. A. Warner istheFoundingDirectoroftheCornellUniversityCooperativeExtension(CUCE),NYCHydroponics,Aquaculture,AquaponicsTeachingandDemonstrationLearningLabs,and is theCoordinatorofScience,TechnologyandSustainableAgricultureatCUCE,NYC.Overthepast30yearshehasinventedanddevelopedthefollowingtechnologies:TheNDFTHydroponicsTechnology,BHSAquacultureTechnology,NDFT/BHSAquaponicsTechnologyandseveralothers.Hehasauthoredseveralpublications,including:Grow With The Flow, Hydroponics Learning Model, Aquaponics Techniques, Hydroponic Gardening In The Home, Basic Plant Propagation Tech-niques, and co-author of New York Aquaculture (Status, Constraints and Opportunities).Hehasalsodevelopedscienceandtechnologyprogramsforschool,afterschool,andsummerprogramsthroughpartnershipswiththeNewYorkCityDepartmentofEducationSchoolSystems,NewYorkCityDepartmentofYouthandCommunityDevelopment,thePoliceAthleticLeague(PAL),NYCGreenThumb,andNYCHousingAuthorityGardenProgram,tonameafew.HeistherecipientofaB.S.inAgriculture,aB.A.inMedicalMicrobiologyandMedicalParasitology,andanMPAwithanemphasisinCommunityHealth.Cornell University, [email protected].

117Contributor Bios

mailto:pier0239%40umn.edu?subject=pier0239%40umn.edu

mailto:wagoners%40illinois.edu?subject=wagoners%40illinois.edu

mailto:paw14%40cornell.edu?subject=paw14%40cornell.edu

Urban 4-H SpecialistIowa State UniversityIowa City [email protected]

Janet Martin

AbstractThe Corridor STEM Initiative in Iowa is an initiative in the Cedar Rapids/Iowa City Technology Corridor. The initiative is aimedatengaging Iowans tohelp shift the cultureandmindsetaround science, technology,engineering, and math so that Iowa is recognized as a premier state in delivering this important brand of education.

4-H youth development staff in Johnson and Linn Counties in Iowa have been involved in the Corridor STEM Initiative since its inception, serving as leaders in “out-of-school” planning, implementa-tionandprogramdelivery.Researchshowsthe importanceof informalscienceeducation,andapartnership betweenin-schoolandout-of-schooleducationalprogramminginimplementingscienceeducation.

4-HAchievementstodateinclude:

Afterschool STEM programming: Since 2007, Extension youth development specialist Janet Martin has led training for afterschool sites and supervised 4-H staff who taught Engineering is Elementary© and ISU Extension SET curriculum at program sites in Linn and Johnson Counties. More than 500 youth haveparticipated.

Summer engineering/robotics camps in Linn/Johnson counties led by 4-H staff: EngineeringisElementary©hasbeenofferedto500youth;fortyyouthparticipatedinGEAR-Tech-21(GeospatialandRoboticsTechnologiesforthe21stCentury)camp.

Science/rocketry workshop with the Iowa Children’s Museum for afterschool staff: FortystaffmembersfromJohnsonCountyafterschoolprogramslearnedscienceandrocketryprinciplestosharewiththeirstudents.

4-H on Wheels: Formorethan20years,Summer4-HonWheelshastravelledtoparks,apartmentcomplexes,and schools in IowaCity and Johnson County. Science has been the core of the “hands on” learning at the two-hourweeklysitesfor7weeksduringthesummer.Fivehundredyouthparticipatedinsummer2010.

Program NeedsThe United States is falling dangerously behind other nations in developing its future workforce of scientists, engineers, and technology experts. America now faces a future of intense global competi-tionwith a startling shortage of scientists. Only 18 percent of US high school seniors are proficient in sci-ence (NAEP, 2005).Amere5percentof currentUS college graduates earn science, engineering, or technol-ogydegrees compared to66percent in Japanand59percent inChina.Couple these statisticswith the factthatcurrentscientistsandengineersareretiring inrecordnumbers,and itbecomescleartheUSfacesacri-sis in its ability to keepupwith increasingdemand forprofessionals trained in thesefields. Toensure glob-

4-H in the Corridor STEM Initiative Partnership

mailto:jmmartin%40iastate.edu?subject=jmmartin%40iastate.edu

al competitiveness, educators must act now to prepare the next generation of science, engineering, and technology leaders.

The4-HYouthDevelopmentProgramisdirectlyconnectedtotheresearchandresourcesofthe106landgrantuniversitiesandcollegesof theCooperativeExtensionSystem.This connection strategicallypositions4-H tostrengthenUSglobalcompetitivenessandleadership.

Targeted AudienceTheout-of-schoolaudienceincludeskindergartenthroughsixthgradeyouthintheIowaCity/CedarRapidscor-ridor. Inafterschoolprogramming,emphasis includesa focusonworkingwithgirlsandyouthfromallsocio-economicgroups.

Program Goals and Objectives• Toincreaseyouth’sunderstandingofscience,technologyandengineeringineverydaylife.

• To teach youth to enhance and apply their knowledge in science, technology and engineeringthroughhands-onexperiments.

• Toincreaseyouth’sunderstandingofSTEMcontentandimprovestudentinterestinSTEMlearningandcareers.

Program Design/Curricula and MaterialsCurriculumfortheout-of-schoolprogramswasbasedon:

• Iowa4-HSET Initiativecurriculumthrough IowaStateUniversityExtension includingaerospace, environmental,physicalscience,andengineering(http://www.extension.iastate.edu/e-set/).

• VAST (Van Allen Science Teaching) Center, Grant Wood Area Education Agency TheCorridorSTEMInitiativeiscoordinatedbytheGrantWoodAreaEducationAgency,locatedinCedarRapids,Iowa.Leadershipfortheinitiative,includingcurriculumdesign,isledbythescienceconsultantsattheGrantWoodAEA(http://www.aea10.k12.ia.us/vastscience/index.html).

• Engineering is Elementary©, Museum of Science, Boston Thecurriculumwasutilizedforthesummerprogramscoordinatedthrough4-H,theUniversityofIowaCol-legeofEngineering,andtheGrantWoodAEA(http://www.mos.org/eie/).

Knowledge and Research BaseFromAfter-School Science and Technology Fact Sheet,TheCoalitionforScienceAfterschool,UniversityofCalifor-nia,Berkeley,California,http://afterschoolscience.org/projects/index.php.

80% of future careers will demand knowledge of science and technology.Scientistsdonotallwork in labs,andnotallengineersbuildbridges.Scienceand technologyareneeded in almosteverycareernowandinthefuture.Ifchildrenthinkscienceandtechnologyisnotforthem,theywillfindthemselvesleftoutofmostcareers.


http://www.extension.iastate.edu/e-set/

http://www.aea10.k12.ia.us/vastscience/index.html

http://www.mos.org/eie/

Being interested in science may be more important than being good at science.Itisnosurprisethatchildrenwillnotpursuesomethingthattheydonotfindinterestingordonotthinkisavail-abletothem.Interestinscienceamong8thgradersisproventobeabetterindicatorthantestscoresforpredict-ingfuturecareerchoices.

Schools alone cannot create future scientists and engineers.Scienceinschoolisnecessarybutnotenoughtosupportstudents’interestinscience.Childrenneedtimetoex-ploreanddiscoverontheirown,withthehelpofprogramsthattakeplaceoutofschool.Afterschool,weekend,andsummerprogramsareimportantopportunitiesforyouthtoexploreanddiscoverscienceandtechnology.

There are thousands of resources available to build science and technology programs for kids before and after school and in the summer.Communitiesmusttaketheleadinusingscienceandtechnologyavailableresourcesinwaysthatareappropriatelocally.

PartnersThroughcooperationwiththepartnersintheout-of-schoolcommitteeoftheCorridorSTEMInitiative,4-Hwasabletoreachhundredsofyouthinscience,technologyandengineering.

• University of Iowa College of Engineering RebeccaWhitaker,K-12CoordinatorfortheUniversityofIowaCollegeofEngineering,workedwith4-Hto provideleadershiptothesummerEngineering is Elementary©programs.Theinitial2007summerprogram wasfundedthroughagrantwrittenbytheUniversityofIowaFoundation.

• VAST (Van Allen Science Teaching) Center at the Grant Wood Area Education Agency, Cedar Rapids, Iowa JeanneBancroft,VASTCenterDirector,andAEAscienceconsultantswereinstrumentalinsecuringfundsfrom the Iowa Legislature for the afterschool grants. The Corridor STEM Initiative is funded through the IowaMathandScienceEducationPartnership(IMSEP),locatedattheUniversityofNorthernIowa (http://www.aea10.k12.ia.us/vastscience/index.html).

• The Iowa Children’s Museum Themuseumpartneredwith4-Htoleada“TakeFlight”aerospaceworkshopforafterschoolprovidersin JohnsonCounty(http://www.theicm.org/exhibits/take-flight).

• Schools in Linn and Johnson Counties Forthelastthreeschoolyears,4-HAfterschooldeliveredweeklyscienceeducationatfour21stCentury CommunityLearningCentersitesintheIowaCityCommunitySchoolDistrict.

• Rockwell Collins RockwellCollinsisanoutstandingbusinesspartnerintheCorridorSTEMInitiative;theyprovidefundingand supportfortheFIRST®LegoLeagueandFIRST®TechChallenge.Atyouthprograms,Rockwellengineersencourageyouthtoparticipateinschooldayandout-of-schooleducation;theengineersareexcellent“rolemodels”fortheyouth.InNovember2010,RockwellCollinsawardeda$10,000granttoJohnsonCountyExtension/4-Hforroboticsequipmentforfutureout-of-schoolprogramming.

120 Sustained 4-H Science Programs

http://www.aea10.k12.ia.us/vastscience/index.html

http://www.theicm.org/exhibits/take-flight

• OtherCSIpartnersare:TheScienceStationinCedarRapids,KirkwoodCommunityCollege,TheWorkplace LearningConnectionSchoolDistrictsinLinnandJohnsonCounties,andAlliantEnergy.

• GEAR-Tech-21 at the University of Nebraska, Lincoln (a 4-H SET program funded by the National Science Foundation)

GEAR-Tech-21 teaches robotics, GPS, andGIS technologies through building and programming a robot, navigation,andmapmakingactivities.Thesummer2010campswerefundedthroughtheGEAR-–Tech-21 grantandtheJohnsonCountyExtensionCouncil.

FundingInsummer2007,theCSISummerSTEMProgramEngineering isElementary©wasfundedthrougha$25,000grantfromtheUniversityIowaCollegeofEngineeringandtheUniversityofIowaFoundationthroughtheRoyJ.CarverCharitableTrust,and$10,000throughtheGrowIowaValueFundsthroughKirkwoodCommunityCollege.

For the CSI afterschool grants, theGrantWoodArea EducationAgency and the CSI partnerswere annuallyawarded $180,000-$200,000 for the 2007-2011 school years. Thismoney from the Iowa legislature through IMSEPfundedtheafterschoolmini-grantsatupto11afterschoolsitesannually.Thesefundswerealsoutilizedfortheafterschoolstafftraining“TakeFlight”atTheIowaChildren’sMuseuminCoralville.

TheJohnsonCountyExtensionCouncilprovidesfundingforthe4-HonWheelsprogram.

StaffingPart-timestaffhavebeenemployedforthesummerandafterschoolprogram;themajorityofstaffarestudentsattheUniversityofIowainIowaCity.4-Hteenvolunteershaveassistedatsummerandafterschoolprograms.Eachsemesterorseason,theJohnsonCountyExtensionCouncilprovidesa$100honorariumfor10hoursofvolunteerworkwiththeurban4-Hprogram.

Program DeliveryAfterschool STEM programming: Since2007,ExtensionyouthdevelopmentspecialistJanetMartinhasledtrain-ingforafterschoolsitesandsupervised4-HstaffwhotaughtEngineeringisElementary©andISUExtensionSETcurriculumatprogramsitesinLinnandJohnsonCounties.Morethan500youthhaveparticipated.

Summer engineering/robotics camps in Linn/Johnson counties led by 4-H staff: EngineeringisElementary©hasbeenofferedto500youth;fortyyouthparticipatedinGEAR-Tech-21camp.

Science/rocketry workshop with Iowa Children’s Museum for afterschool staff: FortystaffmembersfromJohn-sonCountyafterschoolprogramslearnedscienceandrocketryprinciplestosharewiththeirstudents.

4-H on Wheels:Formorethan20years,Summer4-HonWheelshastravelledtoparks,apartmentcomplexes,andschoolsinIowaCityandJohnsonCounty.Sciencehasbeenthecoreofthe“handson”learningatthetwo-hourweeklysitesforsevenweeksduringthesummer.500youthparticipatedinsummer2010.


Recognition of ParticipantsEachMay,arecognitioneventisheldattheUniversityofIowaforallteachersandyouthwhoparticipatedinthemini-grantsthroughtheCorridorSTEMgrantprogram.StafffromtheGrantWoodAEA,andrepresentativesfrombusinessesandtheUniversityofIowaspeakwiththestudentsaboutcareersinSTEM.Theyouthsharetheirlearningthroughanopenhouseevent.Ateachsummerprogram,youthpresenttheirlearningthroughaparentprogramattheconclusionoftheexperience.

Program Evaluation and Outcomes/ImpactFrom the 2007 summer program, parents and students pointed out that among the strengths of the programwas its use of hands-on STEMexperiences to encourage the students’ use of higher-level thinking skills. The parents commented that their students’ explanation of the Engineering is Elementary© activitiesincludedinformationaboutwhycertaindesignsdidanddidn’twork,andwhatwasneededtomakeimprovementsinthefuture.Writtenresponsesincluded:

• He came home and wanted to try projects that you did with the kids at the program. He enjoyed it and learned.

• He said more than I can fit here. He enjoyed the projects, repeated them at home and told us of his accomplishments with the projects. He had fun.

• She was eager to come home and try things. We had to buy a half gallon of lemonade so she had the right container for a windmill. Cool!

• He loved the program and looked forward to it all week. He liked to explain how his designs worked and if they didn’t why they didn’t and what he did to make them work the next time.

• She enjoyed the hands on; it helped her to retain information when she is involved in the process. Much more effective learning style than reading and looking at pictures.

• He talked about races, made a boat at home and floated it in the tub, explained sail design process (had sev-eral tries until one made it), didn’t want to miss a session.

AparentandaprocessimprovementengineeratQuakerOats,said,

I am happy my daughter was able to participate in the STEM program this summer. I am a chemist and we like to do science projects together at home. I am happy to see an emphasis given to the Math/Science/ Engineering subjects. I was also pleased to see the emphasis given to girls getting involved with the sciences. This will be a vital program for the future of the boys and girls to remain involved with the sciences.

Evidence of SustainabilityCooperationbetweenthepartnershasprovidedsustainabilityforCSIprograms.RockwellCollins,basedinCedarRapids,Iowa,hasbeenakeypartnerintheinitiative;theysupporttheFIRSTLegoLeagueandFIRSTTechChal-lengeprogramsfor4-H,schoolsandotheryouthorganizations.Dueto4-HparticipationandpartnershipinCSI,RockwellCollinshasawarded$10,000toJohnsonCounty4-Hforroboticsandscienceprogramming.


Considerations for ReplicationTheCorridorSTEMInitiativeout-of-schoolcommitteemeetsmonthlytoreviewcurrentprogrammingandlookforopportunitiestoexpandtheprogram.ThroughthegrantfromtheIowaLegislature,acoordinatorand“teach-erinresidence”attheGrantWoodAEAprovideleadershipfortheinitiative.Monthlymeetingsforthepartnersarevitalforsuccessandcontinuationoftheinitiative.Since2007,DickWhitehead,superintendent,CollegeCom-munitySchoolDistrict,CedarRapids,Iowahasbeenthechairoftheout-of-schoolcommitteeforCSIandJimThorntonhasbeentheinitiativecoordinator;theyhavebeenvitalforprogramgrowthanddevelopment.

Formorethan20years,JohnsonCounty4-H/Extensionhasled4-HonWheelssummerscienceprogramming.TheCorridorSTEMInitiativebroughttogetherpartnerstoexpandtheout-of-schoolsciencelearninginthecorri-dor.Thefundingandtopnotchpartnersintheinitiativehelped“launch”scienceprogramminginJohnsonCounty4-HAfterschoolandsummerprogramming.

References CorridorSTEMInitiative:http://www.corridorstem.org/


In Partnership With

http://www.corridorstem.org

4-Youth Development Advisor University of California Sacramento, [email protected]

Marianne Bird

Abstract4-H On the Wild Side aims to enthuse and educate elementary school children about nature and the outdoors, and encourage community involvement and activism in teenagers. It is both a service learning experience for teens who plan and lead the program, and an environmental education experience forelementary school-age participants. Over several months, teen staff work in partnership with adult volunteerstoorchestrateanddeliverweekendcampprogramsto4th,5th,and6thgradestudentsattending schools in low-income neighborhoods. Teens receive training in environmental curricula and in teaching inquiry-based science, then design and deliver twoweekend programs. Up to 80 children attend each ses-sion, rotating through the teen-led activities to learn about ecosystems, migration, habitat and other environmental lessons. Since 2000, over 1,500 youth have participated. Annual evaluations reveal consistentoutcomesfortheprogramincludingsignificantknowledgegainforparticipants,growthinleadershipskillsforteenpresenters,andasenseofcommunitycontribution.

Program NeedsThepurposeofOn theWildSide is toexpandoutdoor learningandwildernessopportunities foryouthwhowouldotherwisenotlikelyhaveaccesstothenaturalenvironment.Manychildrentoday,especiallythosefromurban,economicallydisadvantagedcommunities,havenothadtheopportunitytoexperienceandunderstandnature.Yet,thesechildrenarethestewardsofourfutureandtheecologicalhealthofourplanet.

Targeted Audience4-HOntheWildSideservestwoaudiences:

1. Elementary students in grades 4-6: Approximately130childrenfromlow-incomeneighborhoodsparticipate in one of two weekend programs. At least 50% of students qualify for free or reduced lunches at our partnership schools. Seventy-five percent are ethnic and racialminorities and few, if any, have had the opportunityforwildernessexperiences.

2. Teenage volunteers: Twenty teenage volunteers, some from the 4-H Club but most recruited from the community,leadtheeffort.Over40%ofteensarenon-white.

Program Goals and ObjectivesSince 2000, On theWild Side has brought environmental education and outdoor living experiences to over1,500youthfromSacramento’smosteconomicallydisadvantagedneighborhoods.Projectgoalsforthechildren participatinginclude:

4-H On the Wild Side

mailto:mbird%40ucdavis.edu?subject=mbird%40ucdavis.edu

• Expandedknowledgeofthenaturalworldandsystemswithinit.

• Thedevelopmentofanenthusiasmfornatureandoutdoorlivingexperiences.

• Anappreciationfortheimportanceofconservationandenvironmentalstewardship.

• Afun,positiveexperiencewithpeersandstaffintheoutdoorsetting.

Inaddition,teensinvolvedasprojectplannersandleadersareexpectedtogain:

• UnderstandingandapplicationofSETAbilitiesinteachingscienceactivities.

• Skillsandconfidenceinprogramplanninganddelivery.

• Anincreasedawarenessoftheimportanceofcivicengagement.

• Feelingsofsatisfactionandprideinsuccessfulprojectcompletion.

Program Design/Curricula and Materials4-HOntheWildSideutilizestestedcurriculafromwhichtheteenstaffchoosetheirlessons.Materialisdrawnfromdifferentresourcesdependingontheprogram’sfocus,whichchangesfromyeartoyear.

Curricula used includes Project Wild, Project Wild Aquatic, and Project WET (Council for Environmental Education);Project Learning Tree (American Forest Foundation); Junior Master Gardener® (TexasAgriculturalandExtensionService),SERIES—Nature’s Partners: Pollinator Protection, and Oak Woodland Wildlife (University ofCaliforniaAgricultureandNaturalResources),Water Inspectors and Wetland Protectors (CaliforniaAquatic ScienceEducationConsortiumandUniversityofCaliforniaAgricultureandNaturalResources).

Knowledge and Research Base4-HOn theWild Sideemphasizesexperiential and inquirybased learning inareasofenvironmental science,cross-ageteachingandyouthadultpartnerships.

Experiential learning is the process of creating knowledge through the transformation of experience (Kolb,1984).Itinvolvesadirectencounterwiththephenomenonbeingstudied.Componentsofexperientiallearning (often called the experiential learning cycle) include a concrete experience, observation, reflection, generalization of abstract concepts, and application (Kolb, 1984). Environmental education concepts lend themselves especiallywelltoexperientiallearning.InOntheWildSide,childrenspendaweekendimmersedinthenaturalsetting—sleepingunderthestars,exploringthelake,listeningtofrogsatnight–andalltheseprovideanessen-tialbackdroptoboththecognitiveandaffectivecomponentsoflearning.Curiosityabouttheenvironment,and subsequentexploration, invite youth todiscoverandbuildunderstanding.Activitiesalso incorporate inquirybasedmethodswhere learnersarenothandedcorrectanswersbut, throughanactiveprocess,discover theanswerthemselves.ThereisevidencethatAfricanAmericanyouthandotheryouthfromnon-whiteethniccom-munitieslearnbetterwithinquirybasedapproaches(Hmelo-Silver,etal,2007,Lynchetal,2005).

Cross-ageteaching,whereteenagersinstructyoungerchildren,hasreceivedmeritasapromisingstrategyforengagingelementaryagestudents.Thereisevidencethatteenscanhaveapositiveimpactontheknowledge,


behaviorandattitudesofyoungerchildren(Meyeretal,2000).Teensarenaturalrolemodelsforyoungerchildrenwhoareeagertoemulatethem(Bandura,1977).Inaddition,engagingteensinleadershiprolesbenefitsteensaswell.Somereportedbenefitsincludelearningtobemoreorganized,responsible,andinvolvedinpositivechangeintheircommunity(Hoover&Weisenback,1999).TeensthatvolunteerforOntheWildSideareadiversegroup.Thishelpsbuildconnectionwithelementarystudentswhoarefromsimilarsocialandethniccommunities.

Youthadultpartnershipsarerelationshipsbetweenyoungpeopleandadultswherethereismutualityinteaching, learningandaction(Zeldin,McDaniel,Topitzes&Lorens,2001).Youngpeople’svoice,influenceanddecision-making are on par with adults. In On theWild Side, teens are trained in experiential and inquirymethodsand thenhave full ownershipover theplanning anddecision-making todevelop their lessons andactivities, supportedbyadultguidance. Adultprogramstaff intentionallypracticestrategiesthatcharacterizeeffectiveyouth adult partnerships – creating non-hierarchical structures for equal participation of youth and adults, practicingrespectfulcommunication,andvaluingyoungpeople’scontributiontotheprocess.Youthandadultsbuildtheprojecttogethertoserveanauthenticcommunityneed(Camino,2000).

PartnersOntheWildSidebeganasacollaborativeendeavorbetween4-H,CampFireBoysandGirls, theSierraClub,and theCityofSacramentoSTARTafterschoolprogram.Over theyears someplayershavechanged,but the essenceoftruepartnershipremainsconstant:allplayersareinvitedtofullyparticipateinthecreationofprogram experience,andthegiftsandneedsofeachorganizationarevaluedandmet.

Currentprojectcollaboratorsinclude:

• Afterschoolprograms,andelementaryandcharterschools—providestudentstoattendtheprogramandfinancialsupport.

• SacramentoCounty4-HYouthDevelopmentProgram—providesleadership,training,programmanagementandfinancialsupport.

• CaliforniaStateUniversitySacramento(CSUS),ScienceEducationEquityProgram—providesadultvolunteers, technicalsupportinscienceeducation,andfinancialsupport.

• UniversityofCalifornia4-HCenterforYouthDevelopment—providesassistancewithprogramevaluation.

FundingOntheWildSidedrawsitsfinancialsupportfromfees,grants,anddonations.Notcountingthecostofthe4-Hstaffwhoorganizetheprojectortheteachersandafterschoolprogramleaderswhoattendwiththeirchildren,theprojectbudgetrunsbetween$8,500and$9,500annually.Thisincludescamprental,food,programsuppliesandbustransportation.Schoolsandafterschoolprogramspayamodestfee($300per20students)toparticipate. Local4-Handcommunitygrantscoveraboutone-thirdofthecost,andthebalancecomesfromdonationsfromservicegroups,individuals,andbusinesses.Teensareengagedinidentifyingfundingsources,grantwriting,andmakingpresentationstocommunitygroups.Thefundingsourcesvary fromyear toyear,but theprojecthasneverstruggledtofindfinancialsupport.


StaffingAprimaryreasontheprogrambudgetiscomparativelysmallisthelargevolunteerforcethatpowersOntheWildSide.Thougha4-Hstaffmembersupportsprogramplanninganddelivery,thecooks,lifeguards,nurses,teencounselors, adult coaches and chaperones are all volunteers.

A “core team” of experienced teens and adultsmeets in the fall and oversees the program administration (budget, funding, training, recruitment).Programvolunteersare recruitedprimarily throughwordofmouth,postingsathighschoolsandCSUS,and,tofillskill-specificpositions likenurse,by invitation.Teensandadultvolunteerswhoserveascampstaffareoftennewto4-H,andhaveheardabouttheprojectinseekingserviceopportunities.Manyidentifyusthroughtheirschoolortheinternetintheirquestforcommunityengagementopportunities.Teensworkinteamstodelivertheprogram.Adultvolunteersarematchedwiththeteenteamsand serve as coaches.

BeginninginFebruary,theteensandadultprogramstaffattendmonthlymeetingswheretheyplanthesessiontheywilldeliveratcamp.Additionally,thestaffattendsaday-longSaturdaytrainingandaweekendretreatatcampwheretheypracticedeliveringtheirsessiontopeers.Trainingincludessessionsoninquiry-basedscience,agecharacteristicsof4th-6thgraders,andteambuildingactivities.

Program DeliveryTwoOntheWildSideweekendcampingexperienceshappeninlateMayorearlyJune.Sixtytoseventy4th,5th,and6thgradechildrenfromtheSacramentoareaattendeachsessionwiththeirclassesorafterschoolprograms.Participantsrotatethroughtheteen-ledactivitiestolearnaboutdifferenttopics.

Participantscomefromschoolandafterschoolsites,mostfromthecityofSacramento.Afewweekspriortothecamp,programadministratorsvisitthesitestodeliveraninformationalmeetingforstudents,staffandparents.Participantsandtheirparentsseephotosofthefacility,learnwhattoexpect,andhaveanopportunitytoaskquestions.Adults,usuallyteachersandafterschoolprogramstaff,attendcampwiththeirstudents.

ParticipantsarrivebybusSaturdaymorning.Theysleepoutsideondecks,andteenagersareassignedtoeachlivinggroup(denotedbyschoolsiteandgender).OnSaturdayafternoonandSundaymorningparticipantsrotatethroughsixteen-ledlearningsessionsfocusingontopicslikeecosystems,migration,habitatorwaterproperties. Activitiesmay include games, simulations, observations, and exploration. Teen teachers are coached not to“tell”informationtostudents,buttoallowthechildrentomakediscoveriesontheirown.Asmuchaspossible, activitiesaredesignedtoallowparticipantsnottolearn about science, but to becomescientistthemselves.Forexample,onepopularactivityinvolvesexploringlivingorganismsinthelake:Usingnetsandbucketstocollectspecimens,examiningwithhandlensesordissectingscopes,anddrawingandidentifyingwhatisfound.Anotherexampleof student-scientist activities includeda studyof the lakewater andusing instruments tomeasure turbidity,temperature,pH,salinity,andmicroorganisms.

Participantsalsohavetheopportunitytopaddleacanoe,singaroundacampfire,andfallasleepunderthestars.Theeveningincludesacampfire,songsandskits,andeveningprogram.TheparticipantsleaveSundayafternoon.


Recognition of ParticipantsTeenandadultstaffcelebratetheiraccomplishmentatanicecreamparlorfollowingtheirprogramevaluation,aweekor two after the last campweekend. Thank younotes, letters of recommendation, andoccasionally invitationstopresentatconferencesandcommunityeventsareotherformsofvolunteerrecognition.

Program Evaluation and Outcomes/ImpactSinceitbeganin2000,OntheWildSidehasbeenevaluatedannually.Theevaluationexaminesthefollowingprogramobjectives:

• significantincreaseinknowledgeofenvironmentalconceptsforparticipants,

• positiveattitudeandenthusiasmforthenaturalworldforparticipants,

• significantchangeinlifeskills,leadershipand/orsenseofcontributiontothecommunityforteens,and

• enjoymentoftheexperienceforallparticipants.

Acompilationof10year’sdatafortheproject iscompleteand inpress,soontobereleased inAdvances in Youth Development: Research and Evaluation from the University of California Cooperative Extension (2001-2010), a University ofCaliforniapublication.

Methods Datafortheevaluationwerecollectedthroughseveralmeans.Tomeasurestudentlearning,amultiplechoice/shortanswer test isdesignedaround the lessons teenspresentat camp.Students take thepre-testprior to arrivingatcamp,thepost-testjustbeforedeparture,andthematchedpairsarecomparedwithpairedsamplest-tests inSPSS.Participants reflecton their learning in journals, and theseare collectedandalso inform the evaluation.Attheendofcamp,studentsandadultchaperonesfilloutasurveywheretheyratetheirexperience,sharehighlightsandsuggestionsforimprovement,andwhattheyhavelearned.

Tomeasuretheimpactonteenleaders,youthstaffmemberstakeananonymoussurveyattheconclusionoftheprogramtorate,onafive-pointLikertscale,theirrelationshipswithadults,theirenvironmentalawareness,andtheirsenseofcontribution.Aretrospectivepre-posttestalsoasksthemtoassesstheirleadershipskills(makingpresentations,sharingopinionswithpeersandadults,organizationalskills,workingwithyoungeryouth)beforeandaftertheirexperience.Open-endedquestionsonthesurveyprovidequalitativedataabouttheteens’experi-ence.Insomeyears,focusgroupswithteen,adults,andprogrampartnersprovidedmorein-depthinformationonyouth-adultpartnership,personalgrowth,andtheirfeelingsabouttheproject.

Findings The data consistently show that participants gain knowledge about the environment.Eachyearthere isa significant difference in the participant’s pre-and post-test scores. The students’ journals reflected learning, especiallythroughdirectexperience.

I learned about the prey and predator and that a bird is both—they eat worms and we eat them.


I learned that mosquitoes were born in water.

You can find a lot of snails in the water. You can find dead skin, snails, frogs, and worms and even frys, which is baby fish that just was born.

A madrone tree is smooth and cold.

Discoveriesincludebothaffectiveandcognitiveelementsandappeartobebornoffirst-handobservationsasparticipantsexploretheenvironmentthroughbothstructuredandunstructuredactivities.

Participants engage with the natural world.Formanystudents,theprogramcreatesopportunitiestoexploreandencounternatureinwaystheyhavenotbefore.Foreachyear,anaverageof60%ofchildrenreportedthatthiswastheirfirstoutdoor livingexperience.Theend-of-campsurveyandstudent journalsreveala litanyof first-timeexperiences forchildren: Seeingbats, sleepingoutside, looking forbugs,paddlingacanoe, seeingshootingstarsortheMilkyWay,swimminginalake,findinglizards,feelingthecampfire,amongothers.Forsome,thenewenvironmentcreatedfeelingsoftrepidation,andasthesewereovercome,asenseofaccomplishment accompaniedmasteredchallenges.

We had so much fun at canoeing. I think we were the best at backing up. I was with Scott and this boy named Jordan. We had the funnest [sic] time. At first we were a little scared. We all were. But I liked it in the end. –5th grade participant

Thenewnessoftheexperiencecanraiseanxietyforsomeparticipants,andnotallembracedtherusticenviron-ment.However,nearlyallparticipants(anaverageof96%forallyears)ratedtheirexperienceasexcellentorgood.Studentsrepeatedlystatedonsurveysthattheprogramcouldbeimprovedbymakingitlonger.

Teens grow in leadership skills. The retrospective pre-post test indicates teens perceive growth inmaking a presentation,sharingtheiropinionswithadults,sharingtheiropinionswithteens,organizingtheirtime,organizing suppliesandworkingwithothers.


Figure 1: Five years of pre- and post-test scores for elementary school participants (n=514). The difference is significant at (p =.00) level.

Whenteensreflectedonhowtheychangedthroughtheexperience,fourthemesarose:personalgrowth,changes intheirperception,asenseofefficacy,andskilldevelopment.Over40%ofteenslistedgainingtangibleskills,includingworkingwithchildrenandspeakinginfrontofothers.

I’ve become a more responsible, flexible and compassionate leader. Plus, I’ve learned more about nature through teaching than I could have ever learned in a classroom.

Journalentriesandobservationsverifiedthateachtimetheytaughttheirlesson,thesessionimprovedincontentandefficiency,andtheirconfidenceaspresentersgrew.

Teens feel that they contribute to their community.Ateenstaffpositionrequiresasignificanttimecommitment.Thevastmajority(99%)ofteensfeltasthoughtheymadeanimportantcontributionintheircommunitythroughtheproject.

I feel like a more important person for having given the kids that opportunity and making everyone’s day. I feel great after every weekend, knowing I’ve helped make memories . . .

Evidence of SustainabilityOntheWildSidehasruneveryyearsince2000.Asmentionedabove,thelargevolunteerbasethatleadsandsupportstheeffortisapivotalpartofitslongevity.Manystaffhavegreatownershipanddedicationtotheproj-ect.Programsandschoolsthatattendlookforwardtoreturningandarecommittedtohelpingfinancially.

Awards or Other Recognition Received for the Program4-HOntheWildSidewasaBlueCrossCommunityServiceHonoree.IthasbeenfeaturedatanationalCYFAR(Children,YouthandFamiliesatRisk)conferenceandattheAmericanCampAssociationResearchSymposium.

Considerations for ReplicationThis type of project lends itself well to reaching new teen audiences. Theprogramhasnotfounditdifficulttore-cruitteens(andyoungadults)toserveascampstaff.Mostarenewto4-H.Theprojecthasmanyelementsthatappealtothem:workingwithfriends,meaningfulleadershiproles,authority,and afunsetting.

Multiple funding sources provide sustainability. Theteachersandafterschoolprogramswhoparticipateareeagertobringthistypeoffun,engaginglearningexperiencetotheirstudentsandarewillingtofindfundstomakeithappen.Teensareeffectivepresenterstoserviceorganizationsandotherfunders.


Figure 2: Teens self-reported life skills before and after camp

References Bandura, A. (1977). Social Learning Theory.NewYork:GeneralLearningPress.

Bird,M.&Subramaniam,A.(2011).Teensasteachersenhanceenvironmentallearningandpersonalskillsthrough servicelearning.InA.Subramaniam,K.Heck,R.CarlosandS.Junge(Eds.),AdvancesinYouthDevelopment: ResearchandEvaluation fromtheUniversityofCaliforniaCooperativeExtension (2001-2010). Davis, CA: UniversityofCaliforniaDepartmentAgricultureandNaturalResources.

Camino,L.(2000).Youth-adultpartnerships:Enteringnewterritoryincommunityworkandresearch.Applied Developmental Science,4,11-20.

Hoover,A.B.,&Weisenbach,A.(1999).Youthleadingnow:Securingaplaceatthetable.New Designs for Youth Development,15(3),p.29-36.

Kolb,D.A. (1984).Experiential learning:Experienceas thesourceof learninganddevelopment.New Jersey: Prentice-Hall.

Hmelo–Silver,Duncan&Chinn.(2007).Scaffoldingandachievementinproblem-basedandinquirylearning:A responsetoKirchner,Sweller,andClark(2006). Educational Psychologist,42(2),99-107.

Lynch,S.,Kuipers,J.,Pyke,C.,&Szesze,M.(2005).Examiningtheeffectsofahighlyratedsciencecurriculumunit ondiversestudents:Resultsfromaplanninggrant.Journal of Research in Science Teaching,42,921–946.

Meyer,A.,Nicholson,R.,Danish,S.,Fries,E.,&Polk,V.(2000).Amodeltomeasureprogramintegrityofpeer-led healthpromotionprogramsinruralmiddleschools:Assessingtheimplementationofthesixthgradegoals forhealthprogram.Journal of Educational and Psychological Consultation,11(2),p.223-252.

Neill, J. T. (2002).Meta-analytic research on the outcomes of outdoor education.Paperpresented to the6th BiennialCoalitionforEducationintheOutdoorsResearchSymposium,BradfordWoods,IN.

Wise,K.;andJ.Okey. AMeta-AnalysisoftheEffectsofVariousScienceTeachingStrategiesonAchievement. Journal of Research in Science Teaching.20(1983):419-435.

Zeldin, S., Camino, L. &Mook, C. (2005). The adoption of innovation in youth organizations: Creating the conditionsforyouth-adultpartnerships.Journal of Community Psychology.33(1),121-135.

Zeldin,S.,McDaniel,A.K.,Topitzes,D.,&Lorens,M.B.(2001).Bringingyoungpeopletothetable:Effectson adultsandyouthorganizations.CYDJournal,2(2),21-27.


In Partnership With

4-H Youth Development AdvisorUniversity of CaliforniaSan Luis Obispo and Santa Barbara Counties, [email protected]

Richard Enfield

Note: Components of this report were extracted from an unpublished document (Enfield, Leeland, Ponzio & Mar-zolla, 2010) prepared as a funding proposal.

Abstract4-H Youth-Adult Science Clubs (SLO Scientists) is a non-formal science education program developed, piloted and evaluated through the University of California 4-H Youth Development Program in San Luis ObispoCounty(SLOCounty).4-HSLOScientistsissustainableandadaptabletocommunity-basednon-formal science programming, and is aligned with STEM and human development research and best practices.It is also aligned with how scientists go about discovery. Using a constructivist approach to learning, the experiences, materials, and questions posed are simple, but finding the “answers” takes observation, gatheringdata,developingasolutionusinglinesofevidence,andtogetherwithotheryouth-adultinvestigators, developing a concept. 4-H SLO Scientists provides settings, science-based co-inquiry experiences, and facilitationencouraginguseofscienceprocessskillstohelpparticipants(youthandasignificantadultintheirlives)experience-andlearn-howtomakemeaningandfindthejoyindevelopingconceptsofscience.

4-HSLOScientistsoperateswithintheUniversityofCalifornia4-HYouthDevelopmentProgram,whichhasasuc-cessfultrackrecordoftakingSTEM-focuseddemonstrationprogramstoscaleandsustainingthem.TheprogramhasoperatedinSLOCountysince1995.4-HSLOScientistsfacilitatorsaretrainedininquiry,experientiallearning,andcontent,whichassuresfidelity,sustainabilityandongoingimplementationoftheprogramfromsessiontosession and year to year.

4-H SLO Scientists provide opportunities for parents or other significant adults to engage with children tostrengthenSTEMliteracy,whileprovidingapositiveyouthdevelopmentcontextdesignedtocreateconfident, articulate youth skilled in critical thinking. 4-H SLO Scientists combines (a) inquiry-based science learningprocessesandSTEMactivities,basedoninquiry-based,hands-oncurriculum;(b)astrongone-to-one relationshipwithaparentorothercaringadult;and(c)anexplicitfocusonpositiveyouthdevelopment.

Program NeedsThereisasignificantneedtoofferprogramsthathelptoincreasescienceliteracy,interestinsciencefields,andcareersinscience,becausethenationcontinuestofacedecliningproficienciesinscience,engineering,andtechnology,aswellasasignificantworkforceshortageinthesecriticalfields.

Targeted Audience4HSLOScientistsfocusesondevelopingscienceclubswhereachildaged8-12enrollswithanadult(aparent,significantadultormentor).Clubcyclesare8-10weekslong,eachwithaspecificcurricularfocusandthechild/adultteamscanandoftendochoosetocontinueformultiplecycles(withdifferentcurriculum).Clubsarefacili-tatedbyatrainedvolunteerrecruitedfortheirinterestinteachingsciencetoyouth.

4-H SLO Scientists

mailto:rpenfield%40ucdavis.edu?subject=rpenfield%40ucdavis.edu

Program Goals and ObjectivesTheclubsweredesignedwiththeseprinciplesinmind:(a)theskillsofscientificinvestigationwouldbetaughtin an enjoyable setting; (b) activities would encourage youth/adult pairs to utilize critical thinking skills; (c) participantswouldbeencouragedtoutilizetheirnewskillsandknowledgetobetterunderstand,andtoiniti-ateactionon,science-relatedissuesintheircommunities;(d)clubswouldprovideasafeandfunenvironmentforadultstolearnfromchildrenandchildrenfromadults;and(e)familydynamicsofmutualrespectwouldbe fostered for all participants, so that involvement might allow a child to develop or strengthen an ongoing relationshipwithparent/guardiansorothercaringadults(Enfield,2000;2003).

ThekeygoaloftheUniversityofCalifornia4-HSLOScientistsprogramistocreateawarenessoftherelevanceandfunofscienceinourdailylives,andpromotelifelonglearningofsciencebyallchildrenandthesignificant adultsintheirlivesoutsidetheformalsystemofeducation.4HSLOScientistsofferslearnersofallages enjoyableopportunitiesforvoluntary,self-directedengagementinSTEM-richnon-formallearningenvironmentsandexperiences.Theintentionistocreateawarenessandexcitementthatleadstofutureeducationalandcareerchoicesfocusedinscience.

Current Goals

1. Toincreasescienceliteracyandknowledgeofandinterestincareersinscienceamongyouthandtheirfamilies

2. Toexpandopportunitiesforcommunitycollaborationswhichfosterscienceeducationinnon-formalsettings

3. To create a pool of trained facilitatorswho are skilled in the delivery of inquiry-based curriculums and scienceactivitieswhilepromotingpositiveyouthdevelopmentintheprocess

4. Toincreaseawarenessandcommitmentonthepartofparentsabouttheaccessibilityandimportanceofscienceeducationintheirchildren’slives

5. Toimplementandrefineamodelofnon-formalscienceeducationwhichcanbeadaptedandreplicatedindiversecommunitiesacrossthenation

6. Haveboththechildandadultinvestigatorscreateknowledgeattheirownlevelsandsharetheirinquiryandresultswiththeirfellowinvestigators

Program Design/Curricula and Materials4HSLOScientistsenablesgroupparticipationinSTEMactivitiesdevelopedinearlierprojects,suchastheCali-fornia4HYouthDevelopmentScienceExperiencesandResourcesforInformalEducationSettings(4HSERIES).Inaddition,othercurriculahavebeenadaptedtomeetthecriteriafor4-HSLOScientistsactivities.Theco-inquirymodelusedthroughout4HSLOScientistssupportstheNationalResearchCouncilmodelforinquiryexperiencesalignedwiththeNationalScienceEducationStandards.The4HSLOScientistssequencingandintegrationoftheprocessskillsarealignedwithhumandevelopmentresearchoncognitivedevelopment (Lowery,1998).Mostmaterialsareinexpensiveandwidelyavailablematerialsthatcanbepurchasedingrocery,hobbyorcraftstores,orareavailableatnocostfrombackyards.

1334-H SLO Scientists

Knowledge and Research BaseThe nation is facing declining proficiencies in science, engineering, and technology, as well as a significant workforce shortage in these critical fields (National Commission on Teaching and America’s Future, 1996). Longitudinal data from the Trends in InternationalMathematics and Science Study (Gonzales, et. al., 2008) revealachievementscoresforUS4thand8thgradershavebeenstagnantordecliningoverthepast12years(National Science Teachers Association, 2009). Additionally, the Nation’s Report Card (National Center for EducationStatistics,2007)revealedthatonly18%ofUShighschoolseniorsweredeemedproficientinsciencein2005,representinga0%proficiencygrowthsince2000.Statisticsforminoritystudentsshowanevenmoredramaticdisparity.Less than2%of theSTEMworkforce isHispanicwhilealmost20%of thecountry’syouthpopulationisHispanic(CongressionalHispanicLeadershipInstitute,2009).

ThereisastrongindicationthatourdecliningpopulationofscientificallyliterateyouthintheUnitedStatesmaybeacontributingfactortothedecreasingnumberofcollegestudentspursuingdegreesinscience-relatedfields.AccordingtothereportfromtheCommitteeonProsperingintheGlobalEconomyofthe21stCentury(2006),”... RisingAbovetheGatheringStorm...,”only32%ofUSundergraduatesearndegreesinengineeringandscience,comparedwith66%inJapan,50%inChinaand36%inGermany.Simplystated,toomanyofournation’syoungpeopledonothavethescience,engineeringandtechnologyskillsneededforcareersinthe21stcentury.

Thisscienceliteracydeficitcontinuesdespitethefactthat,in1995,TheNationalEducationGoalsReporthadasitsMathematicsandSciencegoal,“Bytheyear2000,UnitedStatesstudentswillbethefirstintheworldin mathematicsandscienceachievement.”Arguably,wearenotnumberone,norarewegainingmuchgroundonthegoalforscienceandmathematicsliteracyandability,despitetheschool-basedstandardsmovements,NoChildLeftBehindlegislation,andthevarietyofStatemandatedtest-basedrequirements.Whatwefindisthattheselegislatedmandatesfurtherthestrategyofteachingscience(whenitistaughtatall)asareadinglessonwiththegoalthatthestudentwillpassastandardizedpaper-and-penciltest.

Informal,community-basededucationprogramslike4-Hareimportantresourcesthatcanbeutilizedtoaddressthegrowingyouthscienceliteracycrisis(Carlson&Maxa,1997;Kisiel,2006;Kress,McClanahan,&Zaniewski,2008)throughhands-on,learner-centeredstrategiesthatincludeauthenticproblem-basedlearningexperiences(Enfield,2000).

Theeffectivenessofastrongone-to-onerelationshipinthepositiveyouthdevelopmentofchildren,particularly those classified as “at-risk” has beenwell documented (Werner& Smith, 1992). Research shows thatwhen parentsplayanactiverole,theirchildrenachievegreatersuccessaslearners,regardlessofsocioeconomicstatus,ethnic/racialbackground,ortheparents’ownlevelofeducation(Henderson&Mapp,2002;Pate&Andrews,2006).Inaddition,themoreintenselyparentsareinvolved,themoreconfidentandengagedtheirchildrenareaslearnersandthemorebeneficialtheeffectsontheirachievement(Cotton&Wikelund,2001).TheNationalScienceTeachersAssociation(NSTA,2009)citesresearchthatshowsthattheinvolvementofparentsandothercaregiversintheirchildren’slearningiscrucialtotheirchildren’sinterestinandabilitytolearnscience.

For many children with parents too overwhelmed or uninvolved to participate in their child’s educational experience,amentororothercaringadultcanfillacriticalrole.Infact,researchshowsthatnexttoanengagedparent,participationofacaringadultisthemostsignificantprotectivefactorinbothproblempreventionand


academicsuccess(Benard,2004).In4-HSLOScientists,youtharesupportedbyabondedrelationshipwithanadult,aparent,otherrelativeormentorwhohaslearnedtheskillstosupportthisdevelopmentandwhoisanactivepartnerinthechild’slearning.

Inadditiontomakinginformalscienceexperiencesinterestingandfun,4-HSLOScientistsprovideopportunitiesfor“qualitytime”tobeenjoyedbythechildandadultasateamworkingtogetherandinvolvedinusingtheprocessesofsciencetoinvestigatetheworld.4-HSLOScientists’activitiesareopportunitiesforyouthtodevelopabondedrelationship,resultingin“resilience”whenfacingthechallengesencounteredgrowingupintoday’sworld.

Thereareotherbenefitswhenyoungpeopleandadultsformapartnershipinlearning.Youth-adultpartnerships in non-formal programs provide greater youth development outcomes for young people than in traditional structureswhereyoutharetherecipientsofservice(MacNeil,2000).Trueyouth-adultpartnershipsareformedwhenthereisascopeformutuallearning,ratherthanwhenlearningisoneway(Camino,2000).Often,bothyouthandadultsfindthatbothpartieshavesomethingtoofferthatcanadvancetheirlearninggoals.Thegoalofscienceeducationistoengagethepublicinscienceliteracy(Karplus,1969-1970).Adultsoftentimesarenotscience literatethemselves.Providinganopportunity foryouthandadults toengageaspartners in informal sciencelearningprovidesanauthenticavenueforsciencelearningforadultsaswellasyouth.

PartnersThere have been many agencies and organizations that have been partners in the 4-H SLO Scientists program,including:

• SalvationArmyYouthPrograms

• Exploratorium/DiscoveryCenter

• HousingAuthoritysites

• SummerRecreationPrograms

• CountyLibrarySystem

• Teachersatschoolsites

FundingThe initialprogramstart-upfunding,which includedmonies formaterials,graphicdesign,publicitymaterialsandaresearchassociate,wereobtainedfromamini-grantfromtheCalifornia4-HYouthDevelopmentCenteratUCDavis.Ongoingcostsfor4-HSLOSCIENTISTShavebeenveryminimal,withthelargestexpenditurebeingthesalaryofa4-HSLOSCIENTISTSCoordinator(5-6hrs./wk.).FundsforthesalarycostshavebeenobtainedfromtheCounty4-HVolunteerLeadersOrganizationandanumberofsmallgrantsorgiftsfrompublicutilities,serviceclubs,banks,andothercommunity-basedfunders.Inaddition,membersareaskedtocontributea$5.00materialsfeewhentheyenrollina4-HSLOScientistClub,butnooneisturnedawayifthematerialsfeecannotbepaid.Infact,theCounty4-HVolunteerLeadersOrganizationhasfundssetasidetopaythematerialsfeeforanyfamilyunabletocontribute.


StaffingTheonlystaffingdedicatedtothe4-HSLOSCIENTISTSprogramisa0.10-0.15FTE(5-6hrs./wk.)4-HSLO SCIENTISTSCoordinator.

Program DeliveryThe4-HSLOSCIENTISTSlearningmodelhasatrainedfacilitatorworkingwithagroupof6-10youth/adultpairs,invitingtheyouth/adult“teams”toengageinseeminglysimpleexperiencesandactivitiestogether.Thefacilita-torsuseopen-endedquestionssuchas“Istherelifeinadirtclod?”andsimplematerialssuchaslenses,micro-scopes,tweezers,andplasticglassestoexplorethisandsimilarquestionsandsparkexcitementinthediscovery.Theteamsareencouragedtoalsoinvestigatequestionstheygenerateastheygoalongformulatingtheoriesanddrawingconclusions.Asteamscometogetherineverenlargingcircles,theydiscussandexploretheirindividualfindingsandconclusions,noticetheircommonalitiesanddifferences,andengageindiscussingmultiplelinesofevidencefortheirfavoriteconclusion...asscientists.Thescientificthinkingprocessbecomesthebasisforpar-ticipants’experiences.

Engagingtheadultpartnerintheprocessasanequalparticipantinthediscoveryhastheaddedbenefitofmak-inginformalscienceexperiencesalearningopportunityfortheadultaswell.Interestingandfuninteractions,enjoyedbythechildandadultasateamworkingtogetherusingscienceprocessestoexploretheworld,havetheadditionalbenefitofstrengtheningthebondbetweenadultandchild.Additionally,4-HSLOSCIENTISTSen-couragestheadulttovaluetheprocessofscientificdiscovery,whilecreatingasupportivenetworkforchildrenchoosing to pursue the sparks ignited by the process.

Basedonthemixandinterestsofyouthineachofthe4-HSLOScientistsClubs,facilitatorsselectfromavarietyofpeer-reviewedcurriculatoimplement.Eachofthesecurriculaisinquiry-based,followstheexperientiallearn-ingcycle,andalignswithNationalScienceEducationStandards(NationalResearchCouncil,1996).4-HSLOSCI-ENTISTSusesactivitiesandmaterialsthataresuitablefordyadicexploration,fitwiththeconstructivistapproachandincludeapositiveyouthdevelopmentframe.

The4-HSLOScientistsprogramasksthequestion“Howdowecreateusableknowledgethatcanbeusedtobet-terourhome,community,andworld?”Avignetteisprovidedasanexampleofhow4-HSLOScientistssessionisconducted(Enfield,2000).

Recognition of ParticipantsAllparticipantsenrolledin4-HSLOScientistsaremembersoftheSanLuisObispoCounty4-HYouthDevelop-mentprogramandreceivealltherightsandprivilegesof4-Hmembership.MembersofSLOScientistspartici-patein4-Heventsandactivitiesthroughouttheyearandreceiverecognitionfortheirefforts.MembersofSLOScientistssometimesareabletoparticipateinspecialSTEMcategoriesatevents,suchastheSTEMcategoryat4-HPresentationDay,andreceiveadditionalrecognitionbecauseoftheirscienceinvolvement.Facilitatorsarealsorecognizedfortheiryearsofserviceandareeligibleforall4-HconferencescholarshipsandotherformsofrecognitionofferedbytheCounty4-HVolunteerLeadersOrganization.


http://urban4hscience.rutgers.edu/sustained-science-programs/richard-enfield-vignette.pdf

Program Evaluation and Outcomes/ImpactSincethebeginningofthe4-HSLOScientistsprogram,themostimportantfindingsfromtheevaluationshavedemonstratedbothanincreaseinthedirectinvolvementinscienceandscientificthinkingforbothyouthandadultparticipants,aswellasanincreaseinnumerousaspectsofpositivefamilydynamics,includingincreasedconversationsabout“thingsotherthanscience”andanincreasein“familymeetingstotalkthingsoverandsolveproblems”(Enfield,2000;2003).Specifically,randomsamplingofparticipantshasindicatedthat:

• Justover50%ofchildrenreportedtheyspentmoretimeonsuchthingsasobservingandexperimentingaf-terbecominginvolvedintheSLOScientistsProgram.Thirty-threepercentoftheadultsreportedanincreaseinthisactivity.

• Sixty-sevenpercentofthechildrenreportedthey“always”or“mostofthetime”talkedwithotherfamilymembersabouttheactivitiesaftereachmeeting.Ninety-fivepercentofadultsreporteddoingthis.

• Fiftypercentofthechildrenreportedanincreaseintalkingwithher/hisadultpartner“aboutthingsotherthanscience”sincejoiningtheprogram.Fiftypercentoftheadultsalsoreportedmoretalkingwithher/hischild partner.

• Thirty-sixpercentof thechildrenreportedan increase in“familymeetingstotalk thingsoverandsolveproblems”sincestartingtheprogram.Theadultparticipantsreporteda25%increaseinfamilymeetings.

Evidence of SustainabilityTheprogramhasbeenoperatinginSLOCountysince1995,andoffersparticipantsupto3-yearsofinvolvementintheprogram.4-HSLOScientistshasbeenpiloted,evaluated,refinedandre-evaluatedoverthepast16years.

Considerations for ReplicationThroughreplicationandadaptationof the4-HSLOScientistsmodelwithinthecontextof the4-HYouthDe-velopmentframework,4-Hprofessionalscanmakesignificantcontributionstotheabilityof4-HprogramsandcollaboratorstodelivereffectiveSTEMeducationinnon-formalsettingsacrosstheUnitedStates.Ahandbookisavailabletoprovidestart-upassistanceto4-HSLOScientistClubs(Salisbury&Neuhauser,1999).The4-HSLOSci-entistsaddressthehighpriorityissuesofincreasingscienceliteracyinyouthandsignificantadultsintheirlives.

Inaddition,thisprojectmaybeapplicablefarbeyondthescopeof4-H.4-HSLOScientistsprovidesopportunitiesforpartnerorganizationstoincorporateinquiry-basedscienceintotheirownprogramsbyprovidingprofessionaldevelopmenttostaffandvolunteersofthoseorganizations,thusexpandingthequantityandqualityoforganiza-tionsengagedineffectivenon-formalsciencedelivery.


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Cotton,K.,andK.R.Wikelund.(2001).Parentinvolvementineducation.School Improvement Research Series. Portland,OR:NorthwestRegional Educational Laboratory.Availableonlineathttp://educationnorthwest. org/webfm_send/567

Enfield,R.(2000).SLOScientists:Familieshavingfunwithscienceclubs. InYouth Development Programming: Reviews and case studies from the University of California.M.T. Braverman, R.M. Carlos& S.M. Stanley (Eds.).UniversityofCaliforniaAgricultureandNaturalResources,CooperativeExtensionPublication3401.

Enfield, R. P. (2003). SLO Scientists: Families having funwith science clubs.University of California Delivers. UniversityofCalifornia,AgricultureandNaturalResourcesWebsite,Oakland,California.Availableonlineat: http://ucanr.org/delivers/impactview.cfm?impactnum=156&mainunitnum=0

Enfield, R. P., Leeland, A., Ponzio, R., &Marzolla, A.M. (2010). 4 H youth adult partnership experiences in science(4HYAPES):Afull-scaledevelopmentprojectforcreatingongoingfamilyengagementininformal scienceeducationprojectnarrative.UniversityofCalifornia,AgricultureandNaturalResources.Unpublished Document.

Gonzales,P.,Williams,T.,Jocelyn,L.,Roey,S.,Kastberg,D.,&Brenwald,S.(2008).Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context(NCES2009–001Revised).NationalCenterforEducationStatistics,InstituteofEducationSciences, U.S.DepartmentofEducation.Washington,DC.

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http://www.chli.org/news/32238/CHLI-Highlights-the-Growing-Importance-of-Developing-the-Next-Generation-of-STEM-Professionals.htm

http://www.chli.org/news/32238/CHLI-Highlights-the-Growing-Importance-of-Developing-the-Next-Generation-of-STEM-Professionals.htm

http://educationnorthwest.org/webfm_send/567

http://educationnorthwest.org/webfm_send/567

http://ucanr.org/delivers/impactview.cfm?impactnum=156&mainunitnum=0

www.sedl.org/connections/resources/evidence.pdf

www.sedl.org/connections/resources/conclusion-final-points.pdf


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In Partnership With

http://www.jstor.org/stable/1179305

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007455

http://www.nsta.org/about/positions/parents.aspx

http://www.nsta.org/pdfs/PositionStatement_ParentInvolvement.pdf

www.nmsa.org/Research/ResearchSummaries/ParentIn-volvement/tabid/274/Default.aspx

www.nmsa.org/Research/ResearchSummaries/ParentIn-volvement/tabid/274/Default.aspx

Director/Extension EducatorOhio State UniversityDayton, [email protected]

Nate Arnett

Adventure CentralAbstractAdventureCentralisatrusted,community-based,positiveyouthdevelopmentpartnershipbetween4-H,OhioStateUniversityExtension,theUniversityofDaytonandFiveRiversMetroParks.AdventureCentralhasservedat-riskyouthandtheirparents intheWestDaytoncommunity forover10years.Withtheaidofthenaturalworld,staffnurture families in life-changingactivitiesthatstrengthenvalues,build lasting lifeskills,andem-power youth to explore life’s possibilities. A high intensity, long duration and high frequency programmingapproach isused,andtheprimarydeliverymodes includeafterschool,daycamp,andteenprograms.Parentandfamilyengagementisahighpriority.Theprogramincludesleader-andlearner-directedopportunitiesforyouthtoengagewithandexperiencethenaturalworld.AspecialfeatureofAdventureCentralisthatthecenterisphysicallylocatedwithina60-acreurbanpark.PartnershipswithlocalinstitutionsandorganizationsprovideresourcestotheprogramintheformofAmeriCorpsmembers,studentservicelearners,andotherprogrammaticsupport.AppliedresearchandevaluationeffortsindicatethatAdventureCentralhasbeenverysuccessfulincre-atingahighquality,positiveyouthdevelopmentenvironment,andthatyouthandtheirfamilieshavedevelopedagreaterconnectionwithnature.

Program NeedsTheneedsassessmentprocessincludedgatheringnationalprogramexamples;talkingwithstafffrombothpart-neragencies(OhioStateExtensionandFiveRiversMetroParks);collectinglocaldemographics,existingdata,andreports;andconductingfocusgroupsand interviewswithkeystakeholders inthecommunity(e.g.residents,communityleaders,andlocalgovernmentofficials).Datawerecollectedlocallyin1998fromover40representa-tivesfromthecommunity,socialserviceagencies,andyouth-servingagencies,withafocusonunderstandingwhatneighborhoodchildrenneededmost.Representativesconsistentlyindicatedthatpositiveafterschoolandsummeropportunitieswereinsufficienttomeettheneedsofurbanyouth,thatyouthinthetargetneighbor-hoodswereunderserved,andthatyouthdevelopmentalneedswerenotbeingmet(e.g.,fordevelopingself-esteemandhavingpositiverolemodels)(Modic&McNeely,1998).

Theteamconcludedthataprogramprovidinghands-onenvironmentaleducationexperiences,andsustainedcontactwithnature,otherchildren,andpositiveadultrolemodelswouldfillanunmetneedinthecommunity.Thisapproachwouldalsocapitalizeonthestrengthsofbothpartners,andmeettheirorganizationalneedstoachievehigh levelsofengagementwithanunderservedaudience.Theproductsthatresultedfromthecom-munityneedsassessmentanddatacollectionprocessincludedamissionstatement,goals,andaprogramplan.Afterschoolandsummerdaycampprogramswereinitiatedastheprimaryprogrammaticthrustin2000-2001.Plansarereviewedannuallytodeterminecontinuedprogramfocusanddirection.

mailto:narnett%40metropark.org?subject=narnett%40metropark.org

141Adventure Central

Targeted AudienceThepopulationoftheWestDaytoncommunityis94%African-Americanwithamedianannualincomeofjustover$22,000.Over34%ofresidentslivebelowthepovertyline.In2010,AdventureCentralengagedover210urbanDaytonyouthages5to18,andover90parents/guardiansinprogrammingtotalingover57,000contacthours.Ninety-ninepercentofprogramparticipantsidentifiedthemselvesasAfrican-American,and80%quali-fiedforfreeorreduced-pricemeals.Ninetypercentofparticipantswereinthe1stthrough7thgrades.

Program Goals and Objectives1. Youthandtheirfamilieswillhaveopportunitiesforpositivedevelopment.

Process Objectives

• Programmingwillbehighduration,highfrequencyandhighintensityasmeasuredbyparticipationnum-bers,contacthours,andprogramcalendar.

• Youthandparentswillreportthatprogramlearningactivitiesarefunandengagingwithafocusonnature,science,literacy,healthylifestylesandcomputertechnology.

• Youthwillreportthatavarietyofservice-learning,volunteerandprogrammaticopportunitiesareofferedto teens and adults.

• Youthwillreportpositiverelationshipswithprogramadults.

Outcome Objectives

• Parentswillreportthattheirchildrenhavemadegainssociallyandacademicallythroughprogramparticipa-tion.

• Youthwillreporttheygainedlifeskillsthroughprogramparticipationasreportedbyolderyouththroughfocusgroups.

2. Youthandtheirfamilieswilldevelopagreaterconnectiontonature.

Outcome Objective

• Youthandtheirfamilieswillreport improvedattitudestowardstheirconnectionwithnaturebecauseofprogramparticipation.

Program Design/Curricula and MaterialsTheAdventureCentralprogramplanisdevelopedannually,andservesasacurriculumtoguidetheprogramfortheupcomingacademicyear.Theprogramplan includesmonthlythemes,objectives,tactics,andrecom-mendedcurricula,aswellasresourcesforspecifictopics.Fromtheprogramplan,thegroupleadersdeveloplessonplansforeachdayandweek,withapprovalofprogramleadershippriortoimplementation(seeAdven-ture Central Program Plan A and Program Plan B forexamples).Facilitator-directedcurriculumfrom4-HsuchasAcres of Adventures, Go Plants, and Jr. Master Gardener®,orotherhands-on,experientialgroupssuchasProj-ect’s WET, WILD and Learning Treearetheprimarysourcesfortheprogram.Mostactivitiescomefromoneof

http://urban4hscience.rutgers.edu/sustained-science-programs/adventure-central.html




theseresearch-basedcurricula,andallactivitiesadheretothe4-Hphilosophyofhandson“learningbydoing.”Sectionsforparentengagementspecialevents,servicelearningandstaffdevelopmenteffortsareincludedaspartoftheprogramplanandintegratedintotheafterschoolplans.Episodic,teen,andcollegeservicelearnersmakeupalargecontingentoftheAdventureCentralvolunteercorps.Becauseofthis,aHow-to Guide for Sup-porting Episodic Volunteers wascreatedtohelporganizeandsupportsimilareffortsatAdventureCentral.Theguideaswellastheaforementionedprogramplancanbeaccessedat:http://www.metroparks.org/Parks/Wes-leyanAdventure/AC_pubs.aspx.

Knowledge and Research BaseAdventureCentralpreprogrammingisguidedbyaframeworkthatincorporatesthefeaturesofpositivedevel-opmentalsettings(Eccles&Gootman,2002;National4-HImpactAssessment,2001);essentialelements(Kress,2006);andthesixCs–competence,confidence,character,caring,connectionandcontribution(Lerner,2006;Lerneretal.,2005).AdventureCentral integrateshigh touchwithopportunities toconnectwithnature.Theresult:Participantsgainstrengthenedvalues,lastinglifeskills,andbothaneagernessandconfidencetoexplorelife’spossibilitiesandthenaturalworld.Furthermore,AdventureCentralservesasademonstrationplot,amodelofoutreachforthetwenty-firstcenturyland-grantinstitution(Cochran,Arnett,&Ferrari,2007).

YouthenrolledinAdventureCentralareexpectedtomaintainconsistentattendance(fourdaysaweekthrough-outtheschoolyearandsummer).Thisintentionalfocusonhigh-contactprogrammingissupportedbythecur-rentbodyofresearch,whichindicatesthatyouthobtaindevelopmentalbenefitsfromconsistentparticipationinwell-run,qualityyouthprograms(e.g.,Durlak&Weissberg,2007;Little&Harris,2003;Hansen&Larson,2007;Little,Wimer,&Weiss,2008;Scott-Little,Hamann,&Jurs,2002;Vandelletal.,2006).Throughsuchprograms,youthareabletomeetneedsforbelonging,connection,independence,andmastery(Eccles&Gootman,2002;Kress,2006).

Parentandfamilyengagement isanother intentionalhallmarkoftheAdventureCentralafterschoolprogram,basedonthebeliefthatparentsaretheprimary influence inachild’s life.Research-basedrecommendationssuggestthatparentalinvolvementiskeytochildren’sacademicachievementandoverallhealthydevelopment(Epstein,1991;Fan&Chen,2001;Gettinger&Guetschow,1998;Hara&Burke,1998;Jeynes,2005),AdventureCentralhasdedicatedafull-timestaffpositiontobuildingandmaintainingongoingrelationshipswithpartici-pants’parentsandfamilies.Thisisdonethroughbothinformalcontact(opportunitiestoshareinformationorprovidefeedbackonyouthbehavior),andthroughformalprogramming(familyfunnights,parentorientations,andparenteducationclasses).

AdventureCentralprovidesyouthwithbothstructuredandunstructuredopportunitiestoconnectwithnature,inanefforttoreducetheoccurrenceandprevalenceofnaturedeficitdisorder,aconditionproducedbyinsuf-ficienttimeintheoutdoorsandresultinginawiderangeofbehaviorproblems(Louv,2005).Youthengagewithnaturethroughlearner-directedinquiryactivitiesandspendatleastonehoureachdayinfreeplayinasafe,ac-cessiblenaturalarea.Theseexperiencesstronglyinfluencechildhooddevelopment,andofferchildrenirreplace-ableopportunitiesforexploringanddiscovering,forcreatinganddevelopingtheirpersonalitiesandidentities,andforprobingandtestingthemarginsoftheirworld(Chawla,2007;Kellert,2005).

Finally,AdventureCentral representsamodel foroutreach for the21stcentury land-grant institution. In thewordsofthe2000KelloggCommissionontheFutureofStateandLand-GrantUniversities,itisa“consciousef-

http://www.metroparks.org/Parks/WesleyanAdventure/AC_pubs.aspx

http://www.metroparks.org/Parks/WesleyanAdventure/AC_pubs.aspx


forttobringtheresourcesandexpertiseatourinstitutionstobearonthecommunity”(p.10).Thepartnershipcreatedbetweenfieldstaffandcampus-basedextensionsupportkeepstheprogramgroundedinthecommu-nitythroughtheday-to-dayconductofeducationalprogramming,whilealsoapproachingtheworkinascholarlymanner.Nowinitstenthyearofoperation,thepracticalneedsoftheprogramhavedriventheappliedresearchagendainwhichthescholarshipleadstouseofbestpracticesandcontributionstotheknowledgebase.Whileindividualelementscontributeto itssuccess,AdventureCentralderives itsstrengthfromthecomprehensivenatureoftheprogram.Furthermore,thismodelofengagementcanbereplicated(Cochranetal.,2007).

PartnersAdventureCentralisacomplexanddynamicpartnershipbetweenTheOhioStateUniversityExtension,4-H,andFiveRiversMetroParks.Theseorganizationsprovidethefacility,operatingbudget,andbasepersonneltocon-ducttheAdventureCentralprogram.StateprogramspecialiststhroughOSUExtensionhavealsobeenutilizedinprogramdesignandevaluation.

ApartnershipwithNotreDameMissionVolunteersAmeriCorpshas led to three full-time staffmemberson11-month terms. TheUniversityofDaytonhasbeena tremendous local partnerwith collaborations leadingtoover260servicelearners,whohavecontributed12,700servicehourssince2003manyofwhichwesciencestudentsthroughcoursesorservicegroups,onetotwoSemesterofServiceAmeriCorpsmembersprovidingfull-timeserviceeachsemester,aswellasanOhioCampusCompactAmeriCorpsVISTAthatwasco-housedbe-tweentheUniversityofDaytonandAdventureCentralforfiveyearsandchargedwithconductinganafterschoolprogramatFairviewElementary.

AdventureCentralalsoworkswiththeOhioDepartmentofEducationtoprovidemealstoyouthintheprogram,andwithlocalpartnerslikeMontgomeryCountyPublicHealth,FiveRiversMetroParksRangerDivision,andtheMontgom-eryCountyExpandedFoodandNutritionEducationProgram(EFNEP)foreducationalhealthandsafetyprograms.

FundingThispositiveyouthdevelopmentinitiative,focusedonscience,nature,andhealthylifestyleswasmadepossiblethroughfundingfromFiveRiversMetroParks,OSUExtension,Ohio4-HFoundation,UniversityofDayton,OhioDepartmentofEducationandothergrantsandcontracts.Theannualoperatingbudgetisroughly$700,000in-clusiveofoperatingtheprogram,facility,andstaffing.

StaffingTheprogramteamincludes11stafffromOSUExtension(2educators,3programassistants),FiveRiversMe-troParks(administrativeassistant,2apprentices),NotreDameMissionVolunteersAmeriCorps(3),andtheUni-versityofDaytonSemesterofServiceAmeriCorps(1-2).Additionallyuptoeightteensarehiredduringthesum-meraspartoftheJETprogram,withuptoanother16teensfillingvolunteerroleswiththeprogram.Fourparkandmaintenancepersonnelcompletethestaff.

Program DeliveryAdventureCentral’sprogramutilizesavarietyofdeliverymethodstoachieveitsgoalstoincludeyouth-selectedactivities, leader-directedactivities,andparent/familyengagement.Allprogrameffortsattempttoutilizethe


outdoorenvironmentinthe60-acreWesleyanMetroParkwhereAdventureCentralishoused,inordertoen-hancelearningwithagoalofyouthbeingoutsideatleastonehoureachday.Parentsareengagedinformally,butintentionally,asspecialactivitiesareplannedatleastquarterlyatthefacilityoratapartnersitetocontinuetobuildrelationshipsandsupportbetweenprogramstaffandparents.

Afterschool Program.TheafterschoolprogramoperatesfromSeptemberthroughMaywithprogrammingof-feredMonday-Thursdayfrom1:30p.m.to6:30p.m.Youthvoiceandchoiceisapriorityoftheprogram,andtothisend,eachdayfrom1:30to4:30p.m.youthhaveachoiceabouttheactivitiestheywishtoparticipatein,toincludehomeworkassistance,outdoorplayandgames,computerlab,orindoorgamesandactivities.At4:30p.m.,youtharedividedintofivegroupsbydevelopmentalage(youngertoolder)andeatamealtogether.From5:00-6:30p.m.youthwork in theirgroupsthroughstructured leader-directed learningactivitiesaccordingtothemonthlytheme,objectives,andtactics.Anannualsciencefairisheldaspartofamonthlythemeduringtheafterschoolprogram.

Day Camp. TheDayCampoperatesJuneandJulywithprogrammingofferedMonday-Thursdayfrom7:30a.m.to5:00p.m.Structured,leader-directedactivitiesoccurfrom10:00a.m.until2:30p.m.andincludeactivitiesaroundweeklythemes,utilizingthepark,andincludefieldtripstootherFiveRiversMetroParksfacilitiesorlocallearningdestinations.Aprogramgoalistohaveyouthspendatleast½oftheirtimeoutsidedaily.

Job Experience and Training (JET) Program. TheJETProgramspansFebruarytoAugustwiththefocusonde-veloping21stcenturyskillsinteensthroughparks-relatedcareersandprovidingaservicetothepublic.Annualparticipationrangesbetween20-25teens.Teensdeliver30hoursofserviceweeklyoveraneightweekperiod,someinpaidpositionsandothersasvolunteersatoneofsixFiveRiversMetroParksfacilities.

Recognition of ParticipantsTeensintheJETprogramreceivecompensationoragiftcardasrecognitionfollowingthecompletionoftheirser-vice.Youthparticipatinginthesciencefairarerecognizedfortheireffortsatashowcaseeventattheendoftheexperiencetoincludejudgingandoralpresentation.Youtharealsorecognizedfortheireffortsinthebi-monthlynewsletter.Specialprogramshavealsobeenimplementedoverperiodsoftimewhereyoutharerecognizedas“ACAchievers”byandinfrontoftheirpeersforbeingpositiveexamplesoftheprogramexpectations.Individualcertificateshavealsobeenpresentedannuallyforeachprogramparticipant,inrecognitionofoneoutstandingtraitoraspectofthatindividual.Youthareencouragedtobringincertificates,trophies,reportcards,honorrollletters,andsoforth,sotheycanberecognizedbystaff.

Program Evaluation and Outcomes/ImpactAdventureCentralhasconductedmultipleevaluationsovertheinitial10yearsofprogrammingwithtwothatareparticularlyrelevant.EvaluationofparentalperceptionsoffamilyinvolvementandyouthoutcomesforAdven-tureCentralprograms(Ferrarietal.,2006)includesthefollowing:

1. Asurveycompletedbyparentsthat includesquestionsoneducationalsupportpractices,barrierstopar-ticipation,parentsinterestineducationandfamilyfocusedactivities,climateandsupportfromAdventureCentral,andperceptionofyouthoutcomes.

2. Focusgroupswithparentsconductedwithquestionsdesignedtoelicitparents’thoughtsregardingtheirown


andtheirchild’sexperienceatAdventureCentral,andtheirsuggestionsregardingfuturefamilyprogram-ming.

Evaluationofyouthoutcomesoflong-termparticipationinAdventureCentralprograms(Ferrari,Lekies,&Ar-nett,2009)includedfocusgroupswithparticipantsaged12-16whoparticipatedthreeormoreyearstolearnabouttheoutcomesoflong-termparticipation.Questionsaddressedhowteens’participationhadhelpedthem,attitudesandskillstheyacquired,opportunitiesaffordedtothem,andtheirinsightintoprogramfeaturesthatcapturedtheirinterestandengagedtheminsustainedparticipation.

Process Evaluation

Inastudyonlong-termparticipation,youthprovidedfeedbackonthetypesofopportunitiestheyfelthadthegreatest impacton their continuedparticipation inprogramming, aswell as their growthanddevelopment.Implementationoffeaturessharedbyyouthincludedsustainedandenhancedopportunitiesforolderyouthtoprovideservice,participateinwork-basedlearning,andtakeonincreasinglevelsofresponsibilityforprogram-ming,specificallywiththeovernightcampexperience.Youthalsoindicatedthatexistingprogrammingphiloso-phywasreachingthedesiredoutcomes,especiallyinregardstoyouthconnectingwithnature.Therefore,theprogramtookactiontomakesuretobuildfromtheeffortsunderwayforstabilityandconsistencywhileseekingnewenhancementstoaddvaluetothecoreprogram.

Greatattentionhasbeenspentbyprogramstafftocontinuallyassesstheenvironmentalfactorsrelatedtosuc-cessfulafterschooloutcomesandmakeadjustmentsasappropriate.Thelong-termparticipationstudy,aswellaspreviousresearchatAdventureCentralhasdocumentedtheexistenceofpositiveyouth-staffrelationships(Paisley&Ferrari,2005),asenseofbelonging(Ferrarietal.,2006;Ferrari&Turner,2006),andmasteryofskills(Ferrari,Arnett,&Cochran,2008),demonstratingthattheessentialelementsarepresenttofacilitatelearninganddevelopment.

Outcome Evaluation

Inalong-termparticipationstudyitwasfoundthatyouthparticipantsofthreeormoreyearsintheAdventureCentralafterschoolprogramexperiencedawiderangeofopportunitiesthroughouttheiryearsofparticipation.Theyspokepositivelyoftheirexperiences,ofthewaystheyhadgrownpersonally,andoftheirrelationshipswithpeersandstaff.Theylearnednewskillsthathelpedthemastheyweregrowingup,andalsorecognizedthewaysinwhichparticipationcouldbenefittheminthefuture.Youthfelttheseskillswerehelpingtheminothersettings,andtheywereabletoarticulatehowskillslearnedatAdventureCentralhadhelpedthemathomeandschool.Theyouthinthisstudywereabletoarticulateclearlynotonlyhowtheybenefitedfromtheirparticipation,butalsowhatspecificprogramaspectsweremeaningfultothem.ThestudyshowsthatAdventureCentralhasaf-fectedparticipants’livesinpositiveways,suchashavingnewopportunitiestheywouldn’thavehadotherwise(Ferrarietal.,2009).

Throughlong-termparticipation,youthreportedchangingattitudesaboutnature,inparticularbeingmorecom-fortableinnatureandhavinggreaterrespectfortreesandhabitat.Theyattributedthesechangestotheregularanddirectexperiencewithnaturethroughtheprogram,theirworkandvolunteerexperiences,havingfunout-side,andovercomingtheirfearsaboutthenaturalworld(Ferrarietal.,2009).

Aspartofanevaluationofparentalperceptionsoffamilyinvolvementandyouthoutcomes,thevastmajority


ofparents(n=64)indicatedthattheirchildexperiencedavarietyofeducationalandsocialbenefitsduetotheirparticipationintheprogram.Morethantwo-thirdsagreedorstronglyagreedthattheirchild improvedsincecomingtoAdventureCentral.Improvementsinsocialskillsandschoolperformancewerementionedmostoften(Ferrarietal.,2006).

Evidence of SustainabilityTheAdventureCentralafterschoolprogram isoneof thecoreprogramsoperatedbyAdventureCentralandwastheprimaryreasonfortheprogram’screation.Thepartnershipbeganwitha10-yearagreementin1998betweenFiveRiversMetroParks,OhioStateUniversityExtensionand4-H,whichwasenthusiasticallyrenewedin2007through2016,thusprovidingbaseoperatingfundsforthattimeframe.Theprogramhasconsistentlybroughtin$100,000ormoreannuallyfromexternalfundsoverthepast10years.Programstaffhasgrownfromfivestafforiginallyto13teammemberscurrently.Annually,over120volunteerscontributeatleast12,000hoursofservicetoAdventureCentral.

Awards or other Recognition Received for ProgramOverall Recognition

• NationalAssociationofExtension4-HAgents(NAE4HA)SusanBarkmanScholarshipforResearch–AwardedtoTheresaFerrari,KristiLekiesandNateArnettin2007fortheirresearchproposalregardingoutcomesoflong-termparticipation.

• AdventureCentraladdedtotheHarvardFamilyResearchProject’sOut-of-SchoolTimeEvaluationDatabase.Thedatabasecontainsprofilesofprogramsandtheirevaluationresults.TheAdventureCentralprofilemaybeobtainedfromtheHarvardFamilyResearchProject’swebsite:http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/adventure-central.

• AdventureCentralwasselectedtoappearintheNationalAssociationofExtension4-HAgents’DirectoryofUrbanPrograms.Theprofileisfoundatthefollowingwebsiteunderthe“PersonalDevelopment”category:http://www.colorado4h.org/urbanprogram/.

Adventure Central Afterschool Program National4-HProgramofDistinction–Descriptionavailableat:http://www.nifa.usda.gov/nea/family/res/pdfs/4_h_database/Adventure_Central_2011.pdf

Job Experience and Training National Awards

• National 4-H ProgramofDistinction - Description available at:http://www.nifa.usda.gov/nea/family/res/pdfs/4_h_database/JET09.pdf

• Dr.DuncanProgramofDistinctionAwardforNorthCentralRegionNAE4HA

• METLifeExcellencein4-HAfterschoolAwardfor4-HProgramsofDistinctionAdventureCentral’sJET

http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/adventure-central

http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/adventure-central

http://www.colorado4h.org/urbanprogram/

http://www.national4-hheadquarters.gov/about/pod-leadership/Adventure_Central_2011.pdf

http://www.nifa.usda.gov/nea/family/res/pdfs/4_h_database/Adventure_Central_2011.pdf

http://www.nifa.usda.gov/nea/family/res/pdfs/4_h_database/Adventure_Central_2011.pdf

http://www.nifa.usda.gov/nea/family/res/pdfs/4_h_database/JET09.pdf

http://www.nifa.usda.gov/nea/family/res/pdfs/4_h_database/JET09.pdf


Considerations for ReplicationWhileAdventureCentralisacomplexpartnershipthatderivesitsstrengthfrombeingfacilitybasedandman-aged,manyaspectsoftheprogramhavebeenreplicated,andguidesandplansweredevelopedtoaidothersinreplicationefforts.

Since2006,componentsoftheAdventureCentralafterschoolprogramhavebeenreplicatedaspartofanoutreachprogramatFairviewElementarySchool.FairviewElementaryisaDaytonPublicSchoolNeighborhoodSchoolCenter,andAdventureCentralwassoughtoutasalocalpartnertoprovideafterschoolservicesbyboththeUniversityofDay-ton,whoisguidingthecommunityprocess,andtheschooladministration.TheprogramwasledbyaCampusCompactAmeriCorpsVISTAunderthetraininganddirectionofAdventureCentralprofessionals.

AdventureCentralwascreatedasamodelprogramandhashadanumberofprofessionalsfromothercountries(Taiwan,Ireland,Armenia,Georgia,andUzbekistan)andstates(WestVirginiaandIndiana)visittoobserveandlearnaboutthemethodsandprocessutilizedatAdventureCentral.Thecurriculumwasalsousedforteaching624-Hprofessionalsandafterschoolcommunitypartnerswhoattendedastatewidein-servicetraininginspring2005.Programsinitiatedfromthistrainingarestillbeingimplementedtoday.

AdventureCentralhasbeenrecognizedasaleaderinhelpingtoreconnectyouthandnature.Throughtheafter-schoolprogramyouthhavedailyhighqualityexperienceswiththenaturalworldandthismodelisgainingatten-tion.NateArnett,Director,wasoneof30professionalsselectedin2009byNational4-Htoparticipateinathinktankonreconnectingyouthandnature.CollaborationswithDaytonPublicSchoolNeighborhoodSchoolCentershaveledtoimprovedenvironmentsontheschoolgroundsandbetterutilizationoftheirgroundsforinstructionandexploration.

The Adventure Central Program Plan and How-to Guide for Supporting Episodic Volunteersaretwoexamplesofresourcesthatarewrittenwithpracticalapplicationandprogramreplicationinmind.

References Chawla,L.(2007).Childhoodexperiencesassociatedwithcareforthenaturalworld:Atheoreticalframeworkfor empiricalresults.Children, Youth and Environments,17(4),pp.144–170.

Cochran,G.,Arnett,N.,&Ferrari,T.M.(2007).AdventureCentral:Applyingthe“demonstrationplot”concept toyouthdevelopment. Journal of Higher Education Outreach and Engagement,11(4),pp.55-75.Retrieved from:http://openjournals.libs.uga.edu/index.php/jheoe/article/view/142

Durlak,J.A.,&Weissberg,R.P.(2007).The impact of after-school programs that promote personal and social skills.Retrievedfromhttp://www.casel.org/downloads/ASP-Full.pdf

Eccles,J.,&Gootman,J.A.(Eds.).(2002).Community programs to promote youth development.Washington,DC: NationalAcademyPress.

Epstein,J. (1991).Effectsonstudentachievementofteacherpracticesofparent involvement. InS.Silverman (Ed.) Advances in reading/language research, Vol. 5, Literacy through family, community, and school interaction,Greenwich,CT:JAIPress.

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Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review,13(1),1-22.

Ferrari, T.M.,Arnett,N.E.,&Cochran,G.R. (2008).Preparing teens for success:Building21st century skills through a 4-Hwork-based learning program. Journal of Youth Development, 3(1), Article 080301FA001. Retrievedfrom:http://data.memberclicks.com/site/nae4a/JYD_080301final.pdf

Ferrari,T.M.,Futris,T.G.,Smathers,C.A.,Cochran,G.R.,Arnett,N.,&Digby,J.K.(2006).Parents’perceptionsof familyinvolvementandyouthoutcomesatanurban4-Hprogram.Forum for Family and Consumer Issues, 11(2)Retrievedfrom:http://www.ces.ncsu.edu/depts/fcs/pub/11_2/fa1.html

Ferrari,T.M.,Lekies,K.S.,&Arnett,N.E.(2009).Opportunitiesmatter:Exploringyouth’sperspectivesontheir long-termparticipationinanurban4-Hyouthdevelopmentprogram.JournalofYouthDevelopment,4(3), Article090403FA001.Retrievedfrom:http://data.memberclicks.com/site/nae4a/JYD_090403final.pdf

Ferrari,T.M.,&Turner,C.L. (2006).Motivationsfor joiningandcontinuedparticipation ina4-HAfterschool program.JournalofExtension,44(4),ArticleNo.4RIB3.Retrieved from: http://www.joe.org/joe/2006august/ rb3.shtml

Gettinger,M.,&Guetschow,K.(1998).Parentalinvolvementinschools:Parentandteacherperceptionsofroles, efficacy,andopportunities.Journal of Research and Development in Education,32(1),38-52.

Hansen,D.,&Larson,R.W.(2007).Amplifiersofdevelopmentalandnegativeexperiencesinorganizedactivities: Dosage,motivation, lead roles,andadult-youth ratios. Journal of Applied Developmental Psychology, 28, 360-374.

Hara, S. R., & Burke. D. J. (1998). Parent involvement: The key to improved student achievement. School Community Journal,8(2),9-19.

Jeynes,W.H.(2005).Ameta-analysisoftherelationofparentalinvolvementtourbanelementaryschoolstudent academicachievement.Urban Education,40(3),237-269.

Kellert,S.R.(2005).Natureandchildhooddevelopment. InBuilding for life: Designing and understanding the human-nature connection.Washington,DC:IslandPress.

KelloggCommissionontheFutureStateandLand-GrantUniversities.(2000).Renewing the covenant: Learning, discovery, and engagement in a new age and a different world.Washington,DC:NationalAssociationof StateUniversitiesandLand-GrantColleges.

Kress,C.A.(2006).Twenty-firstcenturylearningafterschool:Thecaseof4-H.New Directions for Youth Development, 110,133-140.

Lerner,R.M.(2006,October).Thestudyofpositiveyouthdevelopment:Implicationsofdevelopmentalchange acrossgrades5,6,and7.GeneralsessionpresentedattheNationalAssociationofExtension4-HAgents, Milwaukee,WI.


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http://www.joe.org/joe/2006august/rb3.shtml

Lerner,R.M., Lerner, J.V.,Almerigi, J.B.,Theokas,C.,Phelps,E.,Gestsdottir,S.,etal. (2005).Positiveyouth development,participationincommunityyouthdevelopmentprograms,andcommunitycontributionsof fifth-grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. Journal of Early Adolescence,25(1),17-55.

Little,P.M.D.,&Harris,E.(2003).A review of out-of-school time program quasi-experimental and experimental evaluation results[Out-of-SchoolTimeEvaluationSnapshot#1].RetrievedfromtheHarvardFamilyResearch ProjectWeb site: http://www.hfrp.org/publications-resources/browse-our-publications/a-review-of-out-of- school-time-program-quasi-experimental-and-experimental-evaluation-results

Little,P.M.D.,Wimer,C.,&Weiss,H.B.(2008).After-school programs in the 21st century: Their potential and what it takes to achieve it[IssueBrief#10].RetrievedfromtheHarvardFamilyResearchProjectWebsite: http://www.hfrp.org/publications-resources/browse-our-publications/after-school-programs-in-the-21st- century-their-potential-and-what-it-takes-to-achieve-it

Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: AlgonquinBooksofChapelHill.

Modic,L.,&McNeely,N.N.(1998).Wesleyan facility needs assessment.Dayton:FiveRiversMetroParks.

Paisley,J.E.,&Ferrari,T.M.(2005).Extentofpositiveyouth-adultrelationshipsina4-HAfterschoolprogram. Journal of Extension,43(2),Article2RIB4.Retrievedfrom:http://www.joe.org/joe/2005april/rb4.shtml

National 4-H Impact Assessment. (2001). Prepared and engaged youth. Retrieved from the National 4-H Headquarterswebsite:http://www.national4-hheadquarters.gov/about/4h_impact.htm

Scott-Little,C.,Hamann,M.S.,&Jurs,S.G.(2002).Evaluationsofafter-schoolprograms:Ameta-evaluationof methodologiesandnarrativesynthesisoffindings.American Journal of Evaluation,23(4),387-419.

Vandell,D.L.,Reisner,E.R.,Pierce,K.M.,Brown,B.B.,Lee,D.,Bolt,D.,&Pechman,E.M.(2006,August).The study of promising after-school programs: Examination of longer term outcomes after two years of program experiences.RetrievedfromtheUniversityofCalifornia-IrvineWebsite:http://www.gse.uci.edu/childcare/ pdf/afterschool/PP%20Examination%20in%20Year%203.pdf


In Partnership With

AbstractTheUnionCounty4-HSummerScienceProgramofRutgersCooperativeExtension,NewJersey,seekstodevelopinter-estinscienceandsciencecareersinlow-income,elementaryschoolyouth.(InUnionCounty,NJ,themajorityoflowincomechildrenliveintheurbanpartsofthecounty.)Since1992,forsevenweekseachsummer,4-Hscienceteacherstravelfromthe4-HCentertoindependentlyrundaycampsinlow-incomeareasofUnionCounty.There,theysharesci-enceactivitieswiththechildren.Activitiesemphasizeexperientiallearningabouttheprocessofscience.Recentlessonshavebeentakenfromthe Design It! and Acres of Agriculturecurricula.Thedaycampswelcomethescienceprogrambecauseofitshighqualityandaffordability($60forsevenweeksofactivities).Tomaintainthehighquality,4-Hhirescertifiedteacherstofacilitatethelessons.Scienceprofessionals(labtechnicians,researchers,andchemists)alsovisitthecampstotalkaboutanddemonstratetheircareerswiththechildren.(Themajorityofchildrenhavenevermetascienceprofessionalinperson.)Programevaluationsshowanincreaseinstudents’interestinscienceasafieldofstudyandalsoasacareer.Approximately600youthparticipatedintheprogramin2010.Theprogramhasbeenfundedsince1993byapharmaceuticalcorporationlocatedinUnionCounty.Approximatecosteachyearis$11,000.($10,000comesfromthecorporatesponsorand$1,000fromthedaycamps.)

Program NeedsUnionCounty,NewJersey,isanurban/suburbancountyof496,000people.Whilemuchofthecountyisofmid-dletoupperincomebackground,largepocketsofpovertyremain.IntheCityofPlainfield16%oftheresidents(7,500people)livebelowthepovertylevel;inRahway7%(2,000people),andinElizabeth17%(21,000people)(InformationPublications,2009).Inthesepopulations,sciencetestscoresareextremelydeficient.Thepercent-ageofyouthpassingthe4thgradeNew Jersey Science Proficiency TestinElizabeth,PlainfieldandRahwayis36%,58%and47%,respectively(The Star Ledger,“2008SchoolReportCard”).Thesescoresareincomparisontoadistrictlessthan8milesfromeach,where97%ofthestudentspassthetest.

Thispoorperformanceinsciencehassevereconsequences.Itexcludesstudentsfromcareeropportunitiesinthesciencefield.AccordingtotheBureauofLaborStatistics,theaveragesalaryforaphysicalscientistis$80,000peryear.Thisisalmostfourtimeswhatmanyrestaurantandserviceworkersearn.Evenalowerlevelsciencejob,suchasasciencetechnician,payswellatanaveragesalaryof$29,000peryear(UnitedStatesDepartmentofLabor,2004-5).UnionCountyoffersmanysciencerelatedjobs.TheMerckPharmaceuticalCompanyemploysover7,000workers.Thecountyalsohasmanysmallerfirmsthatrequireknowledgeofscience.

Targeted AudienceTheprogramtargetslow-incomeyouthingrades1through6residinginNewJersey’sUnionCountycommunitiesofPlainfield,ElizabethandRahway.Thesecommunitieswerechosenbecauseoftheirhighpovertyrates(16%,17%and7%respectively),freeschoollunchfigures,andstudents’lowachievementonstandardizedtestscores.

County 4-H AgentRutgers UniversityElizabeth and Plainfield, [email protected]

Jim Nichnadowicz

Union County 4-H Summer Science Program


Program Goals and ObjectivesGoal:Toincreaseinterestinscienceandsciencecareersforlow-incomestudents.

Objectives

• Enroll500studentsinthe4-HSummerScienceProgram;300ofwhomwillbefromlowincomebackgrounds.

• 50%ofthestudentswillbeabletoreportthattheycansolveaproblembetterasaresultofthe4-HSummerScienceProgram.

• 50%ofthestudentswillbeabletoreportthattheycanobservethingsbetterasaresultofthe4-HSummerScienceProgram.

• 50%ofthestudentswillbeabletoreportthattheycandoanexperimentasaresultofthe4-HSummerScienceProgram.

• 50%ofthestudentswillbeinspiredtosaytheylikesciencemoreasaresultofthe4-HSummerScienceProgram.

• 50%ofthestudentswillconsiderthattheywouldliketolearnmoreaboutscienceasaresultofthe4-H SummerScienceProgram.

• 50%ofthestudentswillwanttotellsomeoneaboutwhattheylearnedinthe4-HSummerScienceProgram.

• 25%ofthestudentswillthinkaboutbecomingascientistsomedaybecauseofwhattheyexperiencedinthe4-HSummerScienceProgram.

• 50%ofthestudentswillmeetatleastonescientistinperson.

Program Design/Curricula and MaterialsThe4-Hscienceprogramofferedatthedaycampscomplementtheotheractivities,suchasartsandcraftsandrecreation.4-Hdoesnotduplicateexistingprograms,andadifferentsciencethemeispresentedeachyear.Somepastthemeshavebeenthehumanbody,aeronautics,robotics,kitchenchemistry,andphysicswithtoys.

Since the inception of this program in 1992, the Summer Science Program has presented varied cur-ricula. The4-H S.E.R.I.E.S. curriculumwas used for thefirst 10 years. Itwas created in 1988by theUniver-sity of California. Since then,we have used other curricula such asTeaching Physics with Toys–Activities for Grades K to 9, by Taylor, Poth and Portman; and Fender Bender Physics by Bevin and Raudebaugh. Mostrecently, the program utilized the Acres of Agriculture curriculum from the National 4-H Cooperative CurriculumSystem,andDesign It!fromtheEDCCenterforScienceEducation.

When the program first started in 1992, the camps were involved in the program schedule. We met as a team to plan a schedule that worked for everyone. Since that time, we have followed the original scheduleandaddedgroupsintoanyvacantspots.Sofar,wehavenotrequestedthesitestobeinvolvedinthe curriculum.However,theyseemtobepleasedwithwhatweselect,includingthecampsthathavebeenwiththeprogramsinceitsinception.

151Union County 4-H Summer Science Program

Knowledge and Research BaseThe4-HSummerScienceProgramisuniqueinmanyways.First,itisa4-Hprogramthatisnot volunteer or club based.Duetotheintensivenatureoftheprogram(40-hoursperweek,seven-weeks),itwasdecidedthatusingpaidemployeeswouldworkbest;afindingcorroboratedbytheUnionCountyFamilyandCommunityHealthSciencesEducator.Secondly,thisprogramwasthefirstofitskindinUnionCountytobringsciencelessonstodaycampslocatedinthelow-incomepartsofthecounty.Althoughscienceisstudiedinthecounty’selementaryschools,ithadrarelybeenofferedataprofessionallevelthroughthelow-incomesummerdaycamps.Lastly,thisprogramwasimplementedwithseveralgroupsthathadnotpreviouslycollaboratedwith4-H.

TheUnionCounty4-HSummerScienceProgramispartiallybasedonthe4-H S.E.R.I.E.S.programasdevelopedbyDr.RichardPonzio in1989.S.E.R.I.E.S. standsforScience Experience and Resources for Informal Education Settings.ItwasdevelopedwithsupportfromtheNationalScienceFoundation.Accordingtopersonalcorrespon-dencewiththeprincipalauthorofthecurriculum,S.E.R.I.E.S.hasbeenusedthroughouttheUnitedStates(R.Ponzio,Jan.2006).ItisalsobeingusedinAfricaandseveralLatinAmericancountries.

S.E.R.I.E.S.iseffectivebecauseitisexperientialinnature.QuotingfromS.E.R.I.E.S.materials,“TheinstructionalmodelusedinpresentingtheinquirybasedactivitiesisanadaptationofKarplus’LearningCycle.”Thelearningcycleconsistsofthefollowingsteps:Exploration,ConceptIntroduction,andConceptApplication.IntheExplo-rationphase,againquoting fromtheS.E.R.I.E.S. curriculum,“Theyouth learn throughtheirownactionsandreactionswithminimalguidanceorexpectationofspecificaccomplishments.”IntheConceptIntroductionphasethey“beginwiththeintroductionofaconceptorprinciplerelatedtotheactivityorunit.”ThelastphaseistheApplicationphase.Activitiesinthisphaseprovide“relevanceandconnectionbetweenwhatisbeinglearnedintheworldbyfocusingonhighintrinsicinteresttopicschosenbytheparticipantsthemselves.”

The effectiveness of programs such as S.E.R.I.E.S. was evaluated by the National Science Foundation in1998. In its report,A Report on the Evaluation of the National Science Foundation’s Informal Science Educa-tion Program,thereisabroadoverviewoftheeffectivenessofprogramssuchasS.E.R.I.E.S.Morespecifically, Exhibits8,9and10ofthestudydocumenthowasignificantnumberofcurrentscientistsbecameinterestedinsciencebecauseofexposuretoitthroughprogramssuchasS.E.R.I.E.S. (NationalScienceFoundation,1998).The4-HSummerSciencePrograminitiallyusedtheS.E.R.I.E.S.materials.Recently,wehaveusedcurriculafromtheNationalScienceTeachersAssociation,4-HCooperativeCurriculumSystemandSchoolAgeNotes.ThischangecameaboutbecausethematerialsandsuppliesneededforS.E.R.I.E.S.werenolongeravailable.

PartnersThe program is supported by non-profit groups that host the day camp sites. In Plainfield our partnersare: The King’s Daughters Day School, The Plainfield YMCA, The Neighborhood House, The Black UnitedFund, and theUnited Church of Christ Summer Day Camp. In Rahway our partners are the JFK Community CenterandtheRahwayRecreationDepartment.InElizabethweworkwithTheUnionCountyCoalitiontoHousetheHomelessandTheYMCAofElizabeth.

The non-profitsmentioned above provide sites for our program toworkwith the children. The camps alsoprovide an environment that attracts children; arts and crafts, recreation, meals, and all day supervision. A one period stand-alone science program would not attract children who need all day childcare. The


centersalsoprovidefundsforthesciencematerials.

Just as much as 4-H needs the centers, they also need 4-H. They do not have sufficient funds to hire workerstoteachsciencelessonstothechildren.Withoutthe4-Hteachers,theywouldhavetoeliminatesciencefromtheircurricula.

The funder for our program is the Merck/Schering–Plough Corporation. This company also supplies science rolemodels, whichmeans their chemists, biologists, and other scienceworkers visit the day campsites. During their visits with the children, they describe their work, carry out a hands-on activity that relatestotheirwork,anddiscussthetrainingtheirjobrequires.

Funding• MerckCorporation-$9,800supportin2010.

• CampsinUnionCounty,NJ–contributedabout$1,000in2010.

• RutgersCooperativeExtension4-HProgramofUnionCounty-invested50hoursofsalaryforone4-HAgent.

StaffingTheUnionCounty4-HAgentcontributesapproximately50hourstoorganizingandpreparingtheprogrampriortothesummer.Timeisspentsolicitingsitesfortheprogram,organizingtheschedulefortheprogram,interview-ing/hiringtheteachers,andplanningthesummer’sactivities.

Twoseasonalemployees,bothofwhomareexperiencedcertifiedteachers,areemployedforsevenweeksinJulyandAugust.Duringthattime,theytravelfromdaycamptodaycamp,providingscienceinstructionandactivitiesforthechildren.

Program DeliveryTheinstructorsprovidethechildrenwithseven45-minutesessionsofscienceinstructionoveraseven-weekpe-riod,oronevisiteachweekfor7weeks.Thechildrenaresummerdaycampparticipants.Thecampsarerunbyvariousnon-profitgroups(e.g.YMCA)inthelow-incomeneighborhoodsofUnionCounty.RatherthanrequiringthesitestotransportthechildrentotheUnionCounty4-HCenter,the4-Hinstructorstraveltoeachofthedaycampsites.

Programstaffworkwithsmallgroupsatthedaycampsofnomorethan10childrenatatime.Thesmallergroupsallowfacilitatorstoproceedmorerapidlythansimilarlessonsinlargerclassroomsettings.Thus,studentsbegintounderstandthatscienceisaction-oriented,ratherthantediousandslow-moving.

Inadditiontothestandardgroupsessions,scientistsandscienceworkersareintroducedtothechildren.Thescientistsofferahands-onactivitythatreflectstheiroccupation.Chemistsdemonstrateavarietyofchemicalreactions.Biologistsdemonstratemockprogramsabouthowacompoundbecomesapharmaceutical,andmi-crobiologistsshowthechildrenhowscientistslookatcells.Theseactivitiesaresuccessfulbecausetheyareageappropriate,hands-on,andreflectwhatthescientistsactuallydointheirfull-timepositions.


Recognition of ParticipantsEachdaycampreceivesa framed“CertificateofParticipation”signedbyRutgersCooperativeExtensionandMerckstaff.Therecipientshighlyvaluethecertificate.Ihaveseenthempostedonthewallsofmanyofthedaycamps.Recognitionofindividualyouthhasvariedfromyeartoyear.Someyearswegaveawayplasticcupswith4-HSummerScienceProgramwrittenonthem.Otheryearswegavepencilsorraffledoffscienceequipmentasdoorprizesfortheyouth.

The program has also received significant press coverage. The program’s corporate sponsor schedules a center visitwith one of their scientists, and informsmedia contacts about the visit.When a scientist vis-its the site, usually one or two reporters and photographers are there as well. Sometimes, government officialsvisitthesiteswiththescientists.Theofficialsarealsoaccompaniedbyphotographersorreporters.Re-cently,anofficialpresentedthecorporatesponsorswithcertificatesofappreciation.

Program Evaluation and Outcomes/ImpactOurmostrecentprogramevaluationwasdoneinAugust2010.Theresultsofthisend-of-programsurveyofthechildren included:

• 90%saidtheycansolveaproblembetternow.

• 86%saidtheycanobservethingsbetter.

• 87%saidtheycandoanexperiment.

• 78%saidtheylikesciencemorethanbefore.

Quotesfromparticipantsintheprogrampointtoothergains.“ThisissomethingIcoulddoformyschoolscienceproject”,saidonechild.Otherchildrensaidthattheprogramexpandedtheirhorizons,“Icandoanexperiment;Icanbemyfamily’sscientist”or“Icandosomethingnew.”

Campdirectorswereaskedwhattheythoughtthe“...camperslikedbestaboutthescienceprogram?”Repliesincluded:

• Theinteractiveexperimentsandthediversityineachpresentation.

• Newteacher,hands-onactivities,allowedcamperstobecreative&workasateam.

• Thehands-onactivities,theyenjoyedexperimentinginnewfunways.

• Thecampersenjoyedlearningaboutsciencethroughhands-onactivities.

• Thehands-onandinteractiveactivities.

• Thecampersenjoyedthehands-onnatureoftheprogramandhadfunwiththeactivities.

• Theyenjoyedthehands-onactivitiesandexperiments.

Thedirectorswerealsoasked,“WhatdidyoulikebestabouttheSummerScienceProgram?”Responsesincluded:

• Ithelpsouryouthunderstandthatsciencecanbeinteresting,exciting,andusefulintheirdailylives.

• 78%saidtheywouldliketolearnmoreaboutscience.

• 73%saidtheywouldtellsomeonewhattheylearned.

• 42%saidtheywouldliketobecomeascientistsomeday.


• Allnewactivities,kidswereengagedandtheyweren’tbored. (*somenewactivitiesfortheDASHAfterSchoolProgram)

• Seeingtheirprogress.Sincemanyoftheactivitieswehavedoneinpreviousyears,seeingthekidsapplywhattheylearnedlasttimewasexciting.

• Theprogramencouragedthechildrentobecreative.Thecampersreallyenjoyedtheglideractivity.

• Thestaffweregreatandtheactivitieswereengaging.

• Ilikedthattheprogramkeptthechildrenengagedandthattheyweregenuinelyinterestedintheprojects.Ilikedthatthechildrenhadfunandalsothattheprojectwasmostlyleftuptothestudentstodo,withmini-malinterventionfromtheinstructor.

• Theinstructorwasengagingandassistedthestudentsinthevariousexperiments.

Additionalcommentsfromcampdirectorsincluded:

• Isupportthisprogrambecauseofthevalueitbringstoencouragingourstudentstotakeadifferentviewofscience.Ihopethateachyearthisprogramismadeavailabletoallcamps.

• Ourschoolsummerprogramhasparticipated in the4-HSummer [Science]Programfor the lastseveralyears.Wehavealways[had]fun.

Evidence of SustainabilityWhenthe4-HSummerScienceProgramstarted,itwasinitiallyfundedbyaprivatefoundationknownastheJanetMemorialFund.WhenIlearnedthattheycouldnotfundtheprogramafterthefirstyear,IapproachedtheSchering-PloughCorporation.(In2010theybecameMerckCorporation.)Theyhavebeenourfunderforthelast16years.Ibelievetheyhavefundedtheprogramsofaithfullybecauseitreachesanaudiencethattheyaredeeplycommittedtohelping.

IfMerckcouldnolongerfundtheprogram,Ibelieveotherfundingstreamscouldbefound.Ifsufficientfundscouldnotbefoundtocarryontheprogramasitcurrentlyexists,Iwouldadopta‘Train-the-Trainer’model.Usingthismodel,wewouldtrainsummercampstafftocarryontheprograminplaceofpaidteachers.

Awards or Other Recognition Received for ProgramUSDA Program of Distinction,2006.Thisawardispresentedtoprogramsthathavedemonstratedsignificantanddocumentablesuccess.

Urban Programming Award, NationalAssociationofExtension4-HAgents(NAE4HA)forUnionCounty4-HTrav-eling ScienceProgram,October 2007. Programwas chosen as a successful urbanprogramandentered intoNAE4HADirectoryofSuccessfulUrban4-HPrograms.

Urban Program Showcase,NAE4HA2008,oneoffourfeaturedprogramsthatwerepresentedat2008NAE4-HANationalConference.


4-H Youth Development Programs of Excellence, UnitedStatesDepartmentofAgriculture,inacknowledgementofUnionCounty4-HSummerScienceProgram.ScienceProgramwaschosenalongwith48othersfromapoolof141applicants,February2000.

Considerations for ReplicationThisprogramtakesabout50hourstoorganizeinthewinter/springoftheyear.Itmaytakeupto100hoursthefirstyear.Moretimeisspentinthebeginningmakingcontactswithfundersanddaycampstohosttheprogram.TheUnionCounty4-HAgent[[email protected]]isavailabletoassistanyoneinterestedinstart-ingthisprogram.

References InformationPublications,2009,TheNewJerseyMunicipalDataBook,PaloAlto,CA

NationalScienceFoundation,1998.“AReportontheEvaluationoftheNationalScienceFoundation’sInformal ScienceEducationProgram”retrievedfromthewebsitehttp://www.nsf.gov/pubs/1998/nsf9865/nsf9865.htm.

Nichnadowicz,J.,2004.“TheUnionCounty4-HSummerScienceProgram:Aneffectivemethodforincreasing low-income youth’s interest in science.” Journal of Extension. Retrieved from: http://www.joe.org/ joe/2004june/iw4.shtml.

2008NJSchoolReportCard,StarLedger,(2008).

UnitedStatesDepartmentofLabor(2005)OccupationalOutlookHandbook,2004-5(pp.124-180)Indianapolis,IN.


In Partnership With


http://www.nsf.gov/pubs/1998/nsf9865/nsf9865.htm

http://www.joe.org/joe/2004june/iw4.shtml

http://www.joe.org/joe/2004june/iw4.shtml

Extension AssociateLousiana State UniversityBaton Rouge, [email protected]

AbstractLouisianacontainsapproximately40%ofthenation’scoastalwetlandsinthecontiguousUnitedStates,butaccountsforover80%ofthetotalnationalwetlandloss.ContinuedwetlandlossinLouisianawillresultinsevereecologicalandeconomicramificationsfortheentirenation.TheneedforindividualswillingtomakesignificantcontributionstohelpcontrolwetlandlossandcreatesustainabilityofLouisianawetlandsisimmense.TheYouthWetlandsEducationandOutreachProgramisastatewideprogramconsistingofenvironmentaleducationlessonsandhands-onactivities,de-signedtoheightentheawarenessofLouisiana’syouthtotheunprecedentedproblemofwetlandloss.Programmateri-als,includingstructuredlessonplans,supplies,andstep-by-stepprocedurestoactivities,areprovidedforeducatorstoimplementthroughouttheacademicyear.Duringthesummermonths,studentsareencouragedtoattendfoursummercampsassociatedwiththeprogramandparticipateinwetlandrestorationefforts.Theprogrampromotesawareness,ownership,andempowermentinyouthbyimmersingstudentsinaconcentratedcurriculumofwetlandrelatedenvi-ronmentalstudies.TheYouthWetlandsEducationandOutreachProgramprovidesyouthwithdirectexperienceandincreasedknowledgeofenvironmentalactionskills,toinstillinstudentsthattheycanmakeameaningfulcontributiontopreserving,conserving,andrestoringLouisiana’swetlands.

Program NeedsThe need for individuals willing to make significant contributions to help control wetland loss and create sustainability of Louisiana wetlands is immense. There are currently increased restoration efforts beingmadeinLouisianabecauseoftherecognizedimportanceofwetlands;however,attemptsatrestorationand rehabilitation often prove difficult due to lack of knowledge about the ecosystem. The YouthWetlands Education andOutreachProgramprovides science-based, hands-on activities for students to gain anunder-standingofthefunctionsandvaluesofwetlandsandexplorestrategiesforsustainingtheseuniqueecosystems.Louisiana’swetlandsserveasanexcellentplaceforstudentsofallagestolearnaboutwetlandecosystems.

The Youth Wetlands Education and Outreach Program is based on a pilot study by Karsh (2002) that indicated students who participated in horticulture lessons containing classroom curriculum and hands-on activities significantly improved their overall science scores, as compared to the students who did not participate. Like the lessons utilized in the study by Karsh (2002), the Youth Wetlands Education and Outreach Program curriculum is designed to follow Louisiana’s Grade Level Expectations (GLE’s). Because of thisassociationtoGLE’s,pre-andposttestscoresreflectincreasedknowledgeofmainscienceconcepts.

IncreasedposttestscoresassociatedwithGLE’saresignificantbecausetheUnitedStatesisfallingcriticallybe-hindothernationsindevelopingitsfutureworkforceofscientists,engineers,andtechnologists(4-HSET:AStra-tegicFrameworkforProgress,2007).ScoresfromtheNationalAssessmentofEducationProgress(NAEP)showedthatLouisiana’saveragesciencescoresin4thand8thgradewerelowerthanthoseofthenation’spublicschools(NAEP,2005).ThisisevidencethatteachingandlearningtechniquesformathandscienceingradesK-12needto

Ashley Mullens

Youth Wetlands Education and Outreach Program

mailto:awmullens%40agcenter.lsu.edu?subject=awmullens%40agcenter.lsu.edu

beenhancedandimprovedbyintegratinginterestinginstruction.Betterpreparedteachersandmorehands-onexperiences,likethoseassociatedwiththeYouthWetlandsEducationandOutreachProgram,mustbeavailabletocaptureandholdtheinterestofthestudents(Thompson1999).

Targeted Audience Thetargetaudienceoftheprogramincludesyouthingrades4-12inurban,rural,andsuburbancommunities.Parents,teachers,andcommunityvolunteersarealsoencouragedtoparticipateinserviceactivitiesandrestorationprojects.

Program Goals and ObjectivesProgram Goals

1. InstillintostudentsthecomplexitiesandconsquencesofcontinuedunprecedentedlossofwetlandsonthecitizenryofLouisiana;

2. Encouragestudentstoactasambassadorsforwetlandconservationandrestorationandtosharetheirviewsandknowledgewithothersintheircommunity;

3. Motivateyouth tobecome responsibleenvironmental stewardsby theirparticipation inwetland relatedsummercampactivities;and

4. Encourage teachers topromote studentparticipationbyutilizing science-based,hands-on lessonswhichbridgetheorywithpractice.

Program Objectives

1. Developenvironmentalbasedlessonplansforgrades4-12andprovideschoolswithateacher/studentman-ual(includinglessonsandteachingmaterials)thatcanbereadilyusedinaclassroomsetting;

2. Provideopportunitiesforservice-learningactivitiesthatteacherscanconductduringanintensiveweekded-icatedtowetlandlearning,knownasYouthWetlandsWeek;

3. Providefield-based,hands-onexperiencestoyouthduringorganizedrestorationprojectsheldacrossthestateandduringparticipationinovernightcamps,4-HCampGrantWalker,LOSTCamp,MarshManeuvers,andWildWoodsWanderings;and

4. Conducttrainingsandworkshopsthatprovideteacherswiththeskillstoimpactknowledgegainedbystu-dents,whileenhancingscienceproficiency.

Program Design/Curricula and Materials Type of Program

TheYouthWetlandsEducationandOutreachProgramisastate-wideprogramdesignedtoheightenstudents’aware-nessofLouisiana’swetlandlossthroughanorganizededucationalprogramofoutreach,empowerment,andadvocacy.Althoughprogrammaterialsareavailableyearround,YouthWetlandsWeekisanintensiveweekdedicatedtoin-class-roomwetlandlearningheldinthespringsemesteroftheacademicyear.Throughoutthisweek,educatorsteachtheprovidedlessonplansinthecurriculummanualandconductservice-learningactivitiesintheircommunity.Duringthesummermonths,studentsareencouragedtoattendfoursummercampsassociatedwiththeprogram,4-HCampGrant

159Youth Wetlands Education and Outreach Program

Walker,LOSTCamp,MarshManeuvers,andWildWoodsWanderings.Also,opportunitiestoparticipateinwetlandrestorationprojectsareavailabletostudentsthroughouttheyearinvariouslocationsacrossthestate.

Curricula and Educational Materials

AmajorobjectiveoftheYouthWetlandsEducationandOutreachprogramistodevelopenvironmentalbasedlessonplansforgrades4-12andprovideschoolswithateacher/studentmanual(includinglessonsandteachingmaterials)thatcanbereadilyusedinclassroomsetting.Inadditiontothelessonplanmanual,packetssenttoparticipatingschoolsincluderesourcematerials,suchasliveplants,seedingtrays,aerialphotographs,laboratorysupplies,markers,andfieldmaterialsspecifictoconductingthegradeappropriatehands-onwetlandexercises.

SupplementalmaterialsfortheYouthWetlandsEducationandOutreachProgram:

• The Barataria-TerrebonneNational Estuary Program (BTNEP) provides videos to be included in eachgrade-levelpacket.Examplesofvideotitlesare,HauntedWaters,FragileLands-Oh,WhatTalestoTell!,VanishingWetlands,VanishingFuture,andRescuingtheTreasure.

• A videoproductionentitledWet Work,modeled after the successfulDiscoveryChannels’Dirty Jobs, hasbeencreatedspecificallyfortheYWProgram.Eachvideoisapproximately15minutesinlength,isincludedineverygradelevelpacket,andispostedonYouTubeforpublicviewing.

Knowledge and Research BaseLouisianacontainsapproximately40%ofthenation’scoastalwetlandsinthecontiguousUnitedStates,butthestateaccountsforover80%ofthetotalnationalwetlandloss(Boesch,etal.,1994).WetlanddeteriorationisasignificantenvironmentalproblemincoastalLouisiana,withcurrentratesoflossaveraging24squaremilesperyear.Theprojectedlossoverthenext50years,withcurrentrestorationeffortstakenintoaccount,isestimatedtobeapproximately500squaremiles(Barras,etal.,2003).Alongwiththeecologicalsignificanceofcontinuedlossofcoastalwetlands,therearenumerouseconomicimplications.Itisestimatedthatovertwomillionresi-dentsliveandworkinLouisiana’scoastalparishesandthenationaleconomyisdependentontheproductivityofthearea.Consequently,continuedcoastalerosionandwetlanddeteriorationwilldeprivethenationofvitallyimportantfish,wildlife,andotherwetland-relatedeconomicandenvironmentalbenefits.

OrganizationsinLouisiana,suchastheLouisianaWetlandEducationalCoalition(LaWEC)andtheJasonProjecthavedevelopedenvironmentalsciencecurriculumsusingLouisiana’suniquewetlandenvironmentasthemaineducational focus.CoastalRoots, anursery-basededucationalprogram forupperelementary tohigh schoolstudents,was initiatedbyLouisianaSeaGrantCollegeProgramandtheLSUAgCenter in1999.CoastalRootsprovidesyouthwithstewardshipopportunitiesusingahands-on,field-basedtechnique,butlacksthein-classteachingcomponentofenvironmentalsciencesubjectareas.

Classroomintroductionofsubjectssuchashorticultureisrarebecauseeducatorsgenerallydonothavesufficientbackgroundinthesubjectareaandarelesslikelytouseitasateachingtool.Eventhoughmanyteachersarein-terestedinscience,theyadmitthattheydonotfeelabletoteachthesubject(Harlen,1997;DeJong,etal.,2002).TheYouthWetlandsEducationandOutreachProgramisastatewideprogramthatconsistsofenvironmentaleducationlessonsandactivities,designedtoheightentheawarenessofLouisiana’syouthtotheunprecedentedproblemofwetlandloss.Theprogramsuppliesextensivematerial,includingstructuredlessonplans,materials,


andstep-by-stepprocedurestohands-onactivities,toeducatorstoincreaseteacherconfidencewhenimple-mentinganewenvironmentaleducationcurriculum.

TheYouthWetlandsEducationandOutreachProgrampromotesenvironmentalawareness,ownership,andem-powerment in Louisiana youth. This approach is basedon an environmental educationmodel developedbyHungerfordandVolk(1990).Theprograminspiresyouthtoactasenvironmentalambassadorsbytalkingtotheirpeers,parents,andothercommunitymembersaboutprotectingandrestoringwetlands.Theprogramhelpsstudentsdevelopcriticalthinkingandreal-worldproblemsolvingskills,whileteachingthemtobecomeenviron-mentallyresponsiblecitizens(ChawlaandCushing,2007).Providingyouthwithdirectexperienceandincreasedknowledgeofenvironmentalactionskills instills instudentsthattheycanmakeameaningfulcontributiontopreserving,conserving,andrestoringLouisiana’swetlands(HungerfordandVolk,1990).

Partners AWCCAmeriCorpsmembersassistinyouthwetlandseducationprogrammingefforts,specifically,thedissemina-tionofinformationfortheYouthWetlandsEducationandOutreachProgram.Thesemembersalsoprovideas-sistanceinthefourcampsassociatedwiththeprogram,4-HCampGrantWalker,LOSTCamp,MarshManeuvers,andWildWoodsWanderings.

In-kindcontributionshavebeenmadetotheYouthWetlandsEducationandOutreachProgrambytheNationalInstituteofFoodandAgriculture(NIFA).Thesecontributionsincludeparticipationbyteenleadersand4-HFac-ultyatsummercamps,afterschoolevents,andschoolenrichmentactivities.NIFAalsocontributesstafftime,companyresources,andmarketingmaterials.

In conjunction with the educational and service-learning activities during the 2009-2010 school year, extension agents and program managers organized and delivered approximately 20,000 plants used in parish restoration projects. All of the plant materials used for these projects were grown either throughgreenhouse culture or from open field plots and were produced specifically for the Youth Wetlands EducationandOutreachProgram.

Schooland4-Hfacultyin58parisheshaveparticipatedintheYouthWetlandsEducationandOutreachProgram.Theirparticipation,incollaborationwithparentandcommunityvolunteers,hasprovidedtheprogramwiththesupportnecessarytobecomeoneoftheleadingwetlandeducationalprogramsinthenation.In2009,onehourofvolunteerservicewasequivalentto$20.85;therefore, it isestimatedthatthe3493volunteerscompleting2500hoursofserviceresultedinasavingsof$72,829fortheprogram(IndependentSector,2008).

Corporate sponsors:

• PepsiCompany

• Entergy

IndividualsfromthefollowingstateagenciesaidedinthedevelopmentoftheYouthWetlandsEducationandOutreachProgramCurriculum:

• Barataria-TerrebonneNationalEstuaryProgram(BTNEP),

• LouisianaStateUniversity(LSU)CollegeofEducation,


• LSUSchoolofPlant,Soil,andEnvironmentalScience(SPESS),

• LouisianaSeaGrantCollegeProgram,

• PonchartrainInstituteforEnvironmentalSciences,

• LouisianaCooperativeExtensionService(CSREES),and

• America’sWETLANDFoundation.

Program Delivery• TheYouthWetlandsEducationandOutreachProgramisdependentuponinvolvementfrom4-Hfaculty,school

faculty,America’sWetlandConservationCorps(AWCC)AmeriCorpsmembers,andtheProgramDirector.

• AWCCAmeriCorpsmembershavefiverequiredtrainingsessionsannually.Throughthesetrainings,AWCCmembers learnabout4-HYouthDevelopment,becomepreparedtoworkwithyouth,andincreaseknowledgeofprogrammaterials.

• 4-H and school faculty attend professional development training/workshops. During theseworkshops,participantsarenotonlyeducatedaboutavailableprogrammaterials,butareencouragedtodevelop skills to plan and lead groups.

• TheDirectorconductsastatewidepromotionalcampaigntopromoteawarenessandeducatere-gionaldirectors,4-Hfaculty,schoolfaculty,wetlandconservationvolunteergroups,andotherpro-fessionalorganizationsontheYouthWetlandsEducationandOutreachProgram.

• YouthWetlandsWeek,heldduringthespringsemesteroftheacademicyear, isaweekofschool-en-richmentdedicatedtoincreasingwetlandknowledge.Educatorsteachtheprovidedin-classroomlessonplansinthecurriculummanualandconductservice-learningactivitiesintheircommunity.Themajorityof the lessonsaredesignedto lastonehour.Studentactivitysheetsthatexpandon lessonmaterialsareincludedwitheachlessonandcanbecompletedinclassorasatakehomeassignment.Additionalexperientiallearningactivitiesareavailableyear-roundtothestudents.Restorationprojects,festivals,conferences,andworkshopsareafewexamplesofeventsofferingvolunteeropportunitiestostudents.

• TheYouthWetlandsEducationandOutreachProgramhasfoursummercampswhereyouthparticipateinplannededucationalactivities,whileexperiencinggrouplivinginanoutdoorsetting.Ineachcamp,participantslearnimportantlifeskills,suchasproblemsolving,decision-making,communication,andteamcollaborationthroughavarietyofactivities.AWCCmembers,4-Hfaculty,andcommunityvolun-teershelp leadthecamps; therefore, they increasetheirknowledgeonthesubjectbeingtaughtandimproveleadershipabilitiesandinstructionalskills.

• 4-HCampGrantWalkerisafive-daycampfor4th–6thgradestudentsheldfornineseparateses-sionsduringthesummer.Campersareexposedtofield-basedlearningactivities,videopresenta-tions,andlecturesforfourhourseachmorningoftheirstay.

• LOSTCamp,basedon4-HSet:Science,Engineering,andTechnologyProgram,isafive-daycampfor7thand8thgradestudents.Campersselectthreeactivitytracksinwhichtoparticipate,witheachtracklastinguptosevenhoursaday.Campactivitiesincludeboatsafety,videopresentations,lec-


tures,laboratoryexercises,andfield-basedprojects.

• WildWoodsWanderings isafive-daycampprovidinghighschoolparticipantswithfirst-handex-periencesinaforestedwetlandecosystem.Campactivitiesconsistofoutdoorsurvivalskilltrain-ing and classes on map and compass skills, water quality, public policy, pollution, and aquatic education.Nightclassesarealsoofferedatthiscamp,meaningcampersareimmersedinforestedwetlandeducationforupto12hourseachday.

• MarshManeuversisafive-daycampheldtheRockefellerWildlifeRefugeinGrandChenier,Louisiana.Highschoolstudentsareimmersedinwetlandecologylessons,includingfishing,crabbing,castnetting,waterchemistrytesting,wildlifeobservation,seafoodprocessing,boating,policydebates,andmore,foreighthours every day.

Program Evaluation and Outcomes/Impact Methods

EvaluationoftheYouthWetlandsEducationandOutreachProgramincluded:

1. AssessmentofprogramcontentbyeducatorswhoparticipatedintheYouthWetlandsEducationandOut-reachProgram,

2. Pre-andpostteststoassesstheknowledgegainedfrominvolvementintheYouthWetlandsEducationandOutreachProgramcompletedbystudentswhoparticipated,

3. Pre-andpostteststoassesstheknowledgegainedcompletedbycampersatMarshManeuvers,

4. Pre-andpostteststoassesstheknowledgegainedcompletedbycampersatWildWoodsWanderings,and

5. AreviewofprogramcontentperformedbytheProgramDirectorandaselectedcommittee.

Process

FollowingimplementationofYouthWetlandsWeek(April2010),aTeacherAssessmentSurvey,preparedbythePro-gramDirectorincollaborationwithanextensionspecialistandselectedparisheducators,wasdistributedtoassessthefunctionality,applicability,acceptance,andoverallsuccessoftheYouthWetlandsEducationandOutreachProgram.

In2009-2010,fiveeducatorsperparish(320teacherstotal)wererandomlyselectedfortheTeacherAssessmentSurvey;86werecompletedandreturned(28.6%returnrate).Resultsshowedthattheoverallresponsetothe programwasanaverage94%approvalrating(outofapossible100%).Whenaskediftheywouldparticipateintheprogramagain,78%ofteachersrespondedpositively.Basedonrecommendationsfromteacherevaluations,materialsfortheprogramwereexpandedtoincludemoregradelevels,newlessonplansandmaterialslisthavebeendeveloped,andonlineregistrationformshavebeenmadeavailabletoeducators.

Outcomes and Impacts

Apre-andposttest,specifictoeachgradelevel,wasgiventothestudentsparticipatinginthe2009-2010YouthWetlandsEducationandOutreachProgram.Outofthe55,000studentparticipants,6,562preandposttestswerecompletedandreturned(12%returnrate).Themeanpre-testscorewas46.8%andincreasedtoamean


post-testscoreof58.4%.BecausethelessonsareassociatedwithLouisianaGLE’s,theseresultsindicatedthatgeneralscienceknowledgeincreasedonaverageof28%acrossgrades4-12(p<0.001).

Apre-andposttestwasgiventoparticipatingstudentsduringfoursessionsofMarshManeuvers.Forty-twocamp-ersrepresenting16LouisianaparishesparticipatedinfoursessionsofMarshManeuversduringthesummerof2010.Combinedpre-andposttestresultsshowedanoverallimprovementintestscoresattheconclusionofcamp,withtheaveragescoreincreasing17%acrossgrades7-12.Specifically,resultsofsessionaveragesindicatedthatSession1scoresincreased14.9%,Session2increased18.0%,Session3increased18.0%,andSession4increased18.0%.

DuringWildWoodsWanderings,apre-andposttestwascompletedbytheyouthparticipantsateachsession.Thirty-eightyouthparticipants,representing14parishesinLouisianaattendedthecampduringthetwosummersessionsheldin2010.Thepre-testaveragewas40%andtheposttestaveragewas57%,indicatinga17%increaseinscores.

Program plans are to develop a longitudinal study to track environmental stewardship of youth participantsthathavebeeninvolvedinmultipleyearsofwetland-relatededucationalactivitiesthroughtheYouthWetlandsEducationandOutreachProgram.

Evidence of SustainabilityInthefirstyear(2007),participationintheYouthWetlandsEducationandOutreachProgramreached22,000studentsin46parishes.Programparticipationhasincreasedsteadilywith50,000studentsinyeartwo,55,000studentsinyearthree,andapproximately80,000registeredfor2011,resultingina45%annualgrowthratefrom2010to2011.

TheYouthWetlandsEducationandOutreachProgramcurriculumisgearedtowardsgradespecificbenchmarksmandat-edbytheLouisianaDepartmentofEducation,otherwiseknownasGLE’s.Theprogramlessonsprovetobeanexcellentcurriculumsourceforeducatorsaimingtoincorporatescienceintotheirlearningobjectives.SchoolsparticipatingintheYouthWetlandsEducationandOutreachProgramareabletokeepallmaterialsevenafterthelessonsarecompleteandpastmaterialsareavailablefordownloadontheprogramwebsite.NewlessonsareimplementedforeverygradeleveleachyearsostudentswillcontinuetoreceivefunandinterestinginformationonthecurrentissuesfacingLouisiana’swetlands.Toencourageparticipation,astipendisprovidedtoparishesthatsuccessfullycompletetheprogramandreturnpreandposttests,alongwithteacherevaluations.

Participation by local and state 4-H faculty and in-kind contributions from various state agencies aid programimplementation.AlthoughtheprogramismanagedbyaDirector,thesuccessoftheYouthWetlandsEducationandOutreachProgramisdependentuponvolunteers, includingteachersandotherschool faculty,parents,andsupportingcommunitymembers.Thesevolunteersareespeciallycriticaltothedesignandimple-mentationoflarge-scalerestorationprojects.Allowingvolunteerstobeinvolvedthedevelopmentofprogramcurriculumandrestorationprojectswillpromotelong-termserviceandtherecruitmentofnewvolunteers.

Corporatesponsorshipsanddonatedmaterialsdefraythecostofprogram.FundingwasoriginallysecuredforthreeyearsfromtheLouisianaDepartmentofNaturalResources(LDNR).In2010,theYWProgramwasrefundedforanadditionalthreeyearsbytheLouisianaOfficeofCoastalProtectionandRestoration(OCPR).

Considerations for ReplicationThepreservationofvaluableestuariesisnotjustaLouisianaconcernbecausewetlandsoccurineverystate.The


In Partnership With

YouthWetlandsEducationandOutreachProgramcouldeasilybereplicated inotherstateswithcooperationfrom4-Hfaculty,schooleducators,parents,andcommunityvolunteers.Manystateagencies,suchasLDNRandOCPR,haveaneducationalcomponentandagreementsbetweentheseagenciesandthe4-HYouthDevelop-mentOffice,canaidinprogramimplementation.Currentestimatesshowthatprogramimplementationcostsapproximately$9.00perstudent,whichisanall-inclusiveamount.

Theexistingcurriculumteachesgeneralfactsaboutwetlands;therefore,thelessonscouldbedistributedasis,ortailoredtospecifichabitatfoundintheparticularstate.Thepositiveresponsefromparticipatingyouthatsummercampindicatesthattheoutdoorexperiential learningisbeneficialtotheirunderstandingofwetlandknowledge.Becausethesuccessoftheprogramreliesheavilyonvolunteerrecruitment,effortsshouldbemadetoinvolveenvironmentally-basedorganizationsthathaveamissionstatementthatpertainstoservice.

References Barras,J.A.,BevilleS.,BritschD.,HartleyS.,HawesS.,JohnstonJ.,KempP.,KinlerQ.,MartucciA.,PorthouseJ.,ReedD., RoyK.,SapkotaS.,&SuhaydaJ.(2003).HistoricalandprojectedcoastalLouisianalandchanges:1978-2050.U.S. Geological Survey Open File Report,3-334.

Barras, J.A. (2006). Land area change in coastal Louisiana after the 2005hurricanes—a series of threemaps:U.S. Geological Survey Open-File Report06-1274.

Boesch, D.F., Josselyn,M.N.,Mehta, A.J.,Morris, J.T., Nuttle,W.K., Simenstad, C.A., & Swift, D.J. (1994). Scientific assessmentofcoastalwetlandloss,restorationandmanagementinLouisiana.Journal of Coastal Research, Special Issue 20,1-103.

Chawla,L.andCushing,D.F.(2007).Educationforstrategicenvironmentalbehavior.Environmental Education Research, 13(4),437-452.

DeJong,O.,Korthagen,F.,&Wubbels,T.(1998).ResearchonscienceteachereducationinEurope:Teacherthinkingand conceptual change. International Handbook of Science Education,Dordrecht,KluwerAcademicPublishers,745-758.

Harlen,W. (1997).Primaryteacher’sunderstanding inscienceand its impact in theclassroom.Research in Science Education,27,323-337.

Hungerford,H.&Volk,T.(1990).Changinglearnerbehaviorthroughenvironmentaleducation.Journal of Environmental Education,21(3),8-21.

IndependentSector.(2008).ValueofVolunteerTime. URL http://www.independentsector.org/programs/research/volunteer_time.html.

Karsh,K.L.(2002).Integratinghoriticulture,biologly,andcoastalenivronemntalissuesintothemiddleschoolscience cirriculum.Unpublishedmanuscript,LouisianaStateUniversity,BatonRouge,LA.

National4-HCouncil(2007)4-HScience,EngineeringandTechnology:AStrategicFrameworkforProgress.Retrieved October29,2008,fromhttp://www.fourhcouncil.edu/setresources.aspx.

NationalCenterforEducationStatistics(NCES).(2005).NAEP:Thenation’sreportcard:Science.RetrievedOctober29, 2008,fromhttp://nces.ed.gov/nationsreportcard/mathematics/.

Thompson,J.E.(1999).ThecurrentandfutureneedsandproductionofengineersandscientistsintheUnitedStates. 12th IEEE International,1,29-32.


http://www.independentsector.org/programs/research/volunteer_time.html

http://nces.ed.gov/nationsreportcard/mathematics/

County Extension Agent Texas A&M University Houston, [email protected]

Sheryl Nolen

AbstractThe4-HSET(science,engineeringandtechnology)AfterschoolProgramisdeliveredthroughouttheyear,includ-ing18weeksduringafterschoolhoursatthreeschool-basedsitesandfiveweeksduringthesummeratsevensites,reachingover300youthwith20hoursofprojectdrivensciencelearning.InnovativewaysofdeliveringSETprogrammingwerepilotedtodevelop4-HScienceAbilitiesandleadershipskills,promoteaninterestinsciencecareers,andpartnerwiththecommunitytoenhanceeducationalreadiness.Partneringforprogramdeliveryisemphasizedtoleveragenetworks,resources,andopportunitiestoreachyouthtraditionallyoverlookedbysci-enceprograms,includinggirls.Topicsincludeexploringscientificmethods,4-HAerospace,and4-HDigitalStory-telling.Severalevaluationstrategieswereimplementedatdifferentphasesoftheprogramincluding:theYouthEngagement,Attitudes,andKnowledge(YEAK)Survey(seehttp://www.4-h.org/resource-library/professional-de-velopment-learning/science-training-guides-resources/),authenticevaluation,skill-a-thon,interviews,andfocusgroupswith6thgradegirls.Outcomesincludetheestablishmentof4-HSETAfterschoolClubs,teensrecruitedtomentorandteachyoungeryouth,andnewopportunitiesforyouthtobeinvolvedinscienceprograms.

Program NeedsTheHouston4-HSETAfterschoolprogram isalignedwith stateand localefforts to improvescienceandmathachievementamongyouthattendingPrecinct2getherInc.extendeddayprogramsineastHarrisCountyPrecinct2.Texasranks29thamongstatesgraduatingstudentsintocareersasscientists,andranksfirstinthenumberofhigh-techjobslostbetween2000and2005.Scienceeducationachievementgapscontinuetobesignificantamongeconomicallydisadvantagedyouth.InTexas,economicdevelopmentisdependentonsustainingaworkforcewithscientificand technologicalexpertise.TexasAgriLifeExtensionServicepartneredwithHarrisCountyPrecinct2YouthServicestoimpacteducationalreadinessinscience,engineeringandtechnologywithafterschoolenrichmenttoimproveacademicsuccessandfuturecollegeeducationopportunitiesforyouthinthosefields.

Targeted AudienceTheprogramtargetsmiddleschoolageminorityyouthattendingschoolinGalenaParkIndependentSchoolDis-trict.NinetypercentoftheseyoutharefromSpanishspeakingfamiliesresidinginthehighlyindustrializedandimpoverishedareasofeastHarrisCounty.

Program Goals and ObjectivesThe4-HSETAfterschoolprogramwasimplementedtoprovideyouthatriskforacademicfailurewithopportuni-tiestoparticipateinprogramareasincludingcomputers,aerospace,sciencefilmmaking,andscientificmethodhypothesistesting.

Theprogramgoalsareto:

4-H SET Afterschool Program

mailto:snolen%40ag.tamu.edu?subject=snolen%40ag.tamu.edu



1. SupportacademicenrichmentforScienceAbilitieswithopportunitiestoparticipateinscience,engineeringandtechnologyprojects.

2. Increaseinterestandexplorecareersinscience,engineeringandtechnologyfields.

3. Improveleadership,lifeskillsincriticalthinking,communication,teamwork,goalsetting,responsibility,life-longlearningandpositiveattitude.

4. Partnerwithteachersandcommunityleaderstopromotefamilyinclusivenessintheeducationalreadinessprocess.

5. Establish4-HAfterschoolprojectclubstoexpandthe4-HSETexperienceanddevelopcaringrelationshipswithadults.

Program Design/Curricula and MaterialsTheprogramdesignevolvedovertwoyearswithfeedbackfromsitestaff,youth,anddatafromevaluations. Content and topics were selected to fit with youth interests. Most youth will tell you they love sciencestuff if it is messy, does something weird or blows up. A series of stand-alone activities which do not re-quire prior knowledgewere introduced in the first sixweeks of the program to explore scientificmethods. Sessionsthatappealedtobothboysandgirlsincluded:makinggoo,sevenlayerdensity,andcoloredmilk.Youthworkcooperativelyin“sciencepods”toperformexperiments,testhypothesis,andrecorddatainalabbook.

Sessions to support scientific methods were adapted from teacher lessons on websites. During each activity,groupsreflectedupontheactivity,sharedandansweredquestionstoexplainwhattheydiscovered. Topics evolved from those aligned with the scope and sequence for 5th grade science, to youth centeredtopics and activities. Youth expressed an interest in the environment.The National 4-H Science Day Experi-ment curricuulumwasusedtoexplore issuessuchasBioFuels,OilSpillCleanUpand4-H2O.Morecomplexproject driven activitieswere added as the program progressed and youth gained confidencewith the sci-entific method. A 4-H Aerospace series culminated in a Speed Lab Skill-A-thon that reinforced leaning conceptsonthe“forcesofflight.” Engineeringdesignchallengeswereimplementedtopromoteteambuilding,communicationandproblemsolv-ing.Thechallengessupportinquirybasedlearningwhichisnonlinearunlikethescientificmethod’sstep-by-stepapproachtoproblemsolving.Technologywasinterjectedintothesciencelearningprocesswithfilmmaking.The4-HSETDigitalStorytellingprojectincludedcompleting4-HFilmmakingModulesonline,researchingascienceissueimpactingthecommunityandproducingashortfilmwitha“calltoaction.”Differentapproachestoevalu-ationwereconsideredateachphaseoftheprogramincludingauthenticevaluationofsciencelabbooks,qualityofprojectscompleted,anddirectobservationof4-HScienceAbilities.

Knowledge and Research BaseResearch shows that school-based afterschool programs designed to supplement the school day run therisk that youth will not be motivated to participate (Yholem & Shouse, 2009). Most experts agree 4-H science programs need to be informal; they cannot look or feel like school (Schwarts & Noam 2004). Theexperiential “learn by doing” model is the “Fun Factor” catalyst for afterschool science learning. Com-


http://www.4-h.org/4-h-national-youth-science-day/

http://www.4-h.org/4-h-national-youth-science-day/

mon characteristics shared by successful programs include, support for learning through mentoring, co-operative learning, and connecting youth to community (Peterson & Silbi, 2007). The program trainedteenagers to mentor youth projects, used group project work to facilitate learning, and established 4-Hclubstonurturesciencelearning.4-HSETAfterschoolimplementsactivitiesthatsupportdevelopmentof4-HScienceAbilities(National4-HCouncil,2008),isalignedwiththe2009National4-HCouncilScienceLogicModel(National4-HCouncil,2009),andmeetstherequirementsofthe4-HScienceProgramChecklist.

One checklist requirement is inquiry-based learning. Staff facilitate discovery. They do not ask too many questions,orprovidetoomuchinformation.Youthhavetimetotesttheirideasandtimeforinteraction.Theycanmanipulatematerialsandrepeatexperimentstotestdifferentvariables.Projectbasedlearningopportuni-tieshelpyouthbuildontheknowledgebasegainedfromstandaloneactivities,andhelpthemapplywhattheylearnedtocompletemorechallengingprojects(National4-HCouncil,2009).Projectsareintroducedtosupportengineeringanddesignskills,anddeeperinvestigationofsciencephenomenon.

PartnersThe Harris County 4-H Urban Youth Development program partnered with Precinct 2 Youth Services andPrecinct2gether Inc. to deliver weekly 4-H science afterschool programs at three sites, reaching 75 youth.The program also conducts five-week 4-H Science Summer programs at six sites reaching over 300 youth.The partnership was cultivated over several years by introducing new resources, collaborating on sum-mer staff training, and establishing a planning team consisting of Extension and Precinct 2 Youth Services administration staff thatmeetsmonthly. Extension4-H staffattendPrecinct 2 Youth Services administrativemeetingstoassistwiththeprogramplanning,suggestresources,curriculum,andplantrainingforsitestafftoimproveprogramdelivery.Commonprogramgoalswereidentifiedintheplanningprocess,andtheteamcol-laboratedtopursueadditionalfundingtosupportneweducationalopportunitiesforyouth.

FundingIn2008,TexasAgriLifeExtensionService,Texas4-H,HarrisCounty4-HYouthDevelopmentProgramandHar-risCountyPrecinct2YouthServicescollaboratedtosecureaNationalInstituteofFoodandAgriculture(NIFA),USDAChildrenYouthandFamiliesatRisk(CYFAR)StrengtheningCommunitiesGranttofund4-HReadySETGoforEducationalPreparedness.Thegrantfundsafull-timeprogramassistant,travel,professionaldevelopment,andresourcesforprogramdelivery.Inaddition,HarrisCountyPrecinct2YouthServicessecuresfundingthroughPrecinct2getherInc.,a501(c)3tofundstafffortheirextendeddayschool-basedprograms,whichprovidehelpwithhomework,recreation,andafterschoolenrichmentprograms.

StaffingPrecinct2YouthServicescoordinatessitestaff,consistingofteacherspaidforextendeddayprogramsandstudentaidsrecruitedfromareahighschools.Extensionstaffprovidelessonplans,resources,andconductsessionswithsupportfromsitestaff.Sitestaffgainpracticeworkingwithsciencecontentdelivery,andduplicatethesessionwithadditionalyouth.Summerprogramsareexpandedtosixadditionalsites.Extensionpersonneltrainsummerstaff,andprovidelessons,resourcesandteachingplanstosupportprogramdeliverybysitestaff.Inaddition,Extensionstaffconductprogramswithmiddleschoolyouthattwosites,staffingwithteenagersascross-ageteachersandmentorsforprojects.Thisstrategybuildscapacityandexpandsprogramoutreachtonewyouth.

168 Promising 4-H Science Programs

Program DeliveryAseriesofsixexperimentstoexplorescientificmethodswereconductedbyyouthworkingin“sciencepods”toidentifycharacteristicsofacidsandbases,liquids,andchemicalreactions.Youthperformedexperiments,re-cordedresultsinlabbooksandmadeconclusionsabouttheresults.Thefollowingyear,aseriesontheDietCokeMentosexperimentfollowedasciencefairprojectformat,withyouthperformingtheexperiment,testingdiffer-entvariables,recordingmeasurements,collectingdataandproducingavideotoexplainthechemicalreaction.

The4-HAerospace serieswasa combinationof stand-aloneactivitieswith similar knowledgeand skills thatreinforce learning from the previous experience. Youth completed five sessions from Aerospace Adven-tures (National 4-H Cooperative Curriculum) on the “forces of flight” to design parachutes, straw rock-ets, balloon rockets and balloon shuttles. Teams recorded test data and responded to questions on work-sheets. At each session, teams were awarded points for completing activities to qualify for the SpeedLab Skill-A-Thon. The top five teams competed in the Speed Lab Skill-A-Thon, and others were assigned duties as trouble shooters, looking for “what went wrong.” Each team had one hour to construct a JET-STREAM balsa wood airplane powered by competition rubber band motors and conduct speed lab tests.Site staff served as judges, using a checklist to identify specific 4-H ScienceAbilities, such as problem solv-ing, building and constructing valid tests, and drawing conclusions. Each team turned in Speed Lab re-ports, calculating distance and speed to earn points. The top five placing teams were ranked and youth receivedprizes,certificatesandribbons.ThenextweekallyouthparticipatedintheSkill-A-Thon.Eachchildre-ceivedcertificatesandresourcebooksfromthe4-HAerospaceprogram.

The4-HSETDigitalStorytellingprojectrequiredyouthtoworkinproductionteams,completeaseriesofonline4-HFilmmakingStudiomodules,identifyandresearchascienceissueimpactingtheircommunity,andproduceashortfilmwitha“calltoaction.”Thisproject,conductedinbothafterschoolandsummerprograms,includedover20one-hoursessionsandextrasupporttoensurecompletion.Environmental issues identifiedbyyouthincluded:recyclingatschool,styrofoamtrays,theoilspill,seaoftrashandairqualityinHouston.ProducersofHouston’sGreenSpotsurveyedpeers,collecteddataonaquestionnaire,createdapiechartandinterpretedresultsonschoolrecyclingattitudes.Theyproducedadebateexploringbothsidesoftheissueandaskedpeerstodomorerecyclingtoprotecttheplanet.Teenagersfromthehighschoolmediadepartmentweretrainedtoworkwitheachproductionteamandmentorprojects.Aspartoftheinquirybasedlearningexperience,apanelofexpertswasinterviewedbyyouth,andfieldtripsweremadetoareaagenciesaddressingscience-basedis-sues.Theseactivitiesconnectedyouthtothecommunityandanetworkofprofessionalswithcareersinscience-relatedfields.

Sixengineeringdesignchallengeswereintroducedthroughouttheyeartoengageteamsincooperativelearningtosolveproblems.Youthwerechallengedtobuildabridgeoutofnewspaper,designaprotectivecontainerforthe“eggdrop”contest,andmakeaspaceroverfromrecycledmaterialstoexploreMars.Thesechallengeswereratedhighonthe“FunFactor”asfavoriteactivitiesbyyouth,andsitestaffreportedkidswerelearningtoworktogetheronproblem-solvingstrategies.


Recognition of ParticipantsRecognition is given forboth completionofaprojector seriesof sessionsand forachievement inanevent.A chance to participatewith peers on awinning teampromotes cooperation, teambuilding, and a sense ofachievement. Contests, challenges and skill-a-thons motivate youth to complete projects and provide op-portunities to recognize youth. Both site staff and youth agree that recognition with prizes, ribbons andcertificates helps participants feel a great sense of accomplishment. Certificates and resource books areawarded at the endof an educational series to extend the learningwith families and siblings at home. Thesummer program includes a showcase of youth projects, with families and key stakeholders invited to cel-ebrate youth achievements. In addition, leadership opportunities and titles are awarded to “top teams.”Groupswhocompletetasksareofferedspecialassignmentssuchasassistingwithprojectset-up,rolesaslab assistants,orcalledontodemonstrateanexperiment.Feedbackfromsitestaffsuggeststhatitisimportanttofindwaystorecognizeyoutheverydayforparticipation.

Program Evaluation and Outcomes/ImpactThe4-HSETAfterschoolandsummerprogramsreachover300minorityyouthannually,providingopportunitiestoparticipateinscienceprograms,andhavetrained35sitestafftosupportdeliveryofprojectbasedscienceactivities.Severalmethodsofevaluationareusedtomeasureoutcomesandguideprogramdesign.Considerationsforevalu-ationincludedusingavarietyofmethodswithdirectfeedbackfromyouthandstaff.

APre/PostSETAbilitiesSurveyprovidedinconsistentresultsasESLyouthstruggledwithunderstandingtermi-nology.Authenticevaluationdatacollectedfrom4-HSETlabbooksprovidedweeklyreferenceon4-HScienceAbilities:answerandformquestions,recorddata,testhypothesis,andmakeobservationsabouteachscientificexperiments.ThisinformationwasusedtoadaptactivitiesforyouthstrugglingwithEnglishasasecondlanguagebyincreasingvisualsandaddingsupportmaterialsforscienceliteracy.

InJanuary2009,a4-HSETAerospaceSpeedLabsSkill-A-Thonwasconductedtoobserve4-HScienceAbilitiesasyouthworkedinteamstoconstructandflyaJETSTREAMBalsawoodplanetetheredtoapylon.Forty5thand6thgradersworkedinteamstoconstructtheplanes,setuppylonsandsetthetethertotheplanewingforflighttri-als.Sitestaffusedchecksheetstorecord4-HScienceAbilitiesobserved,andassignedscoresonascaleof1to5forthefollowing:(a)solvedproblems/developedsolutions,(b)constructedadaptedplanedesigns,(c)conductedtimedflighttests,(d)measureddistances,(e)recordeddata,(f)performedcalculations,(g)usedverbalandwrit-tencommunicationskills,and(h)drewconclusionsaftereachflight.Sixtytwopercentofyouthscoredover75of100pointsdemonstrating4-HScienceAbilities.Staffnotedyouthusedproblemsolvingskills,ingenuityandresourcefulnesstofinishtheSpeedLabtrials.

InApril 2009, a surveyofparticipantsand site staffwas conducted.Bothwrittenandvideotaped responsesprovidedinformationtoassessclientresponsetotheprogram.Sixty-threeyouthandsixsitestaffrespondedtoopen-endedquestions:Whatdoyoulikebestabouttheprogram,whatdoyoulikeleast,whatdidyoulearn,andwhatwouldyouchangeabouttheprogram.The“FunFactor”wasreportedby95%oftheparticipantstobe“whattheylikedmostabouttheprogram,”followedby,“wegettodoexperiments,”and“Iliketheengineeringandaerospaceactivities.”Theleastfavoritepartoftheprogramwas,“toomuchwriting,”whichreferredtothelabbooks,and“notenoughtime.”Youthindicatedtheylearned,“howtomakeglidersflybetter”and“makeex-


perimentsandfollowdirections.”Staffreportedtheyobservedyouthwereexcitedabouttheactivitiesandthattheyouthwereworkingtogethertocompleteprojects.

Summer2010,the4-HSETDigitalStorytellingProjectengagedyouthintheprocessofmakingashortsciencefilmonanissueimpactingtheircommunity.Theyworkedinproductionteamstoresearchtheissue,narrowthefocusofthefilmandidentifyacalltoaction.Sixfilmswereproducedonissuesrangingfromairqualityandre-cyclingtotheoilspillclean-upintheGulf.TheYouthEngagement,AttitudesandKnowledge(YEAK)Surveywasadministeredattheendof20hoursofprogramming.Eighty-fourpercentofparticipantsresponded“usuallyoralways”toquestionsoncriticalthinking.Teenteachersworkedwithyouthonallphasesofresearch,planning,filmingandeditingtheproject.Theyreportedthatyouthwereexcitedabouttheirfilms,sharedrolesandworkedtogethertogetthejobdone.

Animportantoutcomewastoconnectfamiliesandstafftothe4-HSETprogram.In2010,4-HSETAfterschoolClubs were established at two sites. Youth elect officers and provide leadership for recreation and service projects. Clubsmeet once amonthwith site staff serving as club advisors. The establishment of 4-H Clubs increasedyouthinterestin4-Hscienceprojectsandmotivatedyouthtotakeonleadershiprolesintheprogram.

Evidence of SustainabilityPartnersarecommittedtoplanningforprogramsustainabilityandworktosecurefunds,leverageresources,anddevelopvolunteerstosupportprogramdelivery.Extension4-Hstaffattendmonthlyprogramplanningmeet-ingsandbringexpertiseforscienceprogramdevelopment.Anetworkofcivicorganizations, localbusinessesandindustryareinvestedinthePrecinct2getherInc.extendeddayprogram,providingfundingtoexpandtheeducationaloutreach.Through this collaboration,new ideas forbetterways topartnerwithothernetworksaredeveloped,andnewopportunitiestobringmorecomprehensivescienceexperiencestoyoutharepossible.Plansforprogramexpansionincludeestablishingnew4-HSETAfterschoolprogramsatareafeederschoolsserv-inghighergradelevels.Thiswillprovideyouthcurrentlyinvolvedin4-HSETanopportunitytostayengagedwiththeprogramthroughhighschool.

Considerations for ReplicationThe4-HSETAfterschoolProgramisaworkinprogress.Itisexpectedthatadjustmentsmayneedtobemade,anditisimportanttolistentopartnersatalllevelsfromadministrationtositestaff,andworktowardcommongoalsforprogramsuccesses.Partneringwithestablishedafterschoolprogramsprovidesasoundfoundationfor collaboration.Buildingrelationshipswithsitestaffateachschoolsiteisimportanttothesuccessofanyprogram.Extension4-Hstaffconductworkshopstotrainsitestaff,work“shouldertoshoulder”withthemonprogramdelivery,andconsistentlyaskforfeedback.Thissupportinthefieldatschoolsites,workingone-on-onewithsite staffprovidesvaluableinformationfortheplanningteamaschangesaremadeandnewprogramsareinitiated.


References AEROLabs,PlanesandSupplies(2009)http://www.acsupplyco.com/aerospace/acglider/guillows_skystreak.htm

EvaluationYEAKSurvey-http://www.4-h.org/about/youth-development-research/science-program-research/

National4-HCouncil(2009),4-HScience101:AGuidetoDevelopment,DeliveryandAssessmentof4-HScience Programs. Retrieved June 4, 2009 from http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/

National4-HCouncil(2008),Science,EngineeringandTechnologyCriteriaChecklistRetrievedJanuary2, 2009 from http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/

National4-HCouncil,National4-HScienceDayhttp://www.4-h.org/4-h-national-youth-science-day/nysdhome.aspx

National4-HFilmmakingStudiohttp://www.4-h.org/curriculum/filmmaking/

National 4-H Cooperative Curriculum, Aerospace Adventures, http://new.4-hcurriculum.org/catalog. aspx?cid=162&c=Aerospace

Nippolt, Larson, Hui-Hui Pamela, Hui-Hui, Wang. (2010). Engaging Youth in Non-formal Learning Through ExperientialLearningandInquiry-basedlearningMethods.

Peterson,TerryK.andFix,Sibi.AfterschoolAdvantage:PowerfulNewLearningOpportunities,Publisher, FoundationsInc.2007ISB978097912548http://www.tascorp.org/content/document/detail/1721/

Schwartz,S.andNoam,GInformalScienceLearninginAfterschoolSetting:NaturalFit?2004,http://informalscience. org/researches/Schwartz_abd_Noam_Commissioned_Paper.pdf

The After School Corporation. (2009). Science Afterschool: How to Design and Run Great Programs. NoyceFoundation,http://www.tascorp.org/content/document/detail/3148/

TheGiantEncyclopediaofScienceActivitiesforChildren3to6:Morethan600ScienceActivitiesWrittenby TeachersforTeachershttp://www.theteachersguide.com/QuickScienceActivities.html

Yholem, Nicole and Shouse, Andrew. Forum for Youth Investment, National Research Council- Linking After-schoolProgramsandSTEMLearning:ProceedwithCaution,EquityandExcellenceinEducation, 35(1),43-49.


In Partnership With

HAR

R I S COUNTY

P R E C I N C T 2

http://www.acsupplyco.com/aerospace/acglider/guillows_skystreak.htm







http://www.4-h.org/curriculum/filmmaking/

http://new.4-hcurriculum.org/catalog.aspx?cid=162&c=Aerospace

http://new.4-hcurriculum.org/catalog.aspx?cid=162&c=Aerospace

http://www.csrees.usda.gov/nea/family/res/pdfs/experiential_inquiry_based%2520learning-1.pdf%20


http://www.afterschooled.org/articles/Afterschool_Advantage.pdf

http://informalscience.org/researches/Schwartz_abd_Noam_Commissioned_Paper.pdf

http://informalscience.org/researches/Schwartz_abd_Noam_Commissioned_Paper.pdf


http://www.tascorp.org/content/document

http://www.theteachersguide.com/QuickScienceActivities.html

Assistant Extension Professor University of Minnesota Twin Cities, [email protected]

Jessica Pierson Russo

AbstractTheBigUrbanWoods4-HClubiscomposedof20studentsingrades4-6atAmericanIndianMagnetSchool,inSt.Paul,Minnesota.Theprogramisconductedattheendoftheschooldayfortwoandahalfhoursonedayaweek.Youthtakeregularwalkingfieldtripstoa5-acreplotoflandlessthanamileawaycalledTheBigUrbanWoods.Locatedinoneofthemosteconomicallystressedneighborhoodsofthecity,thisareahadbeenusedasaninformaldumpinggroundforyearsuntilagroupofconcernedcommunity-membersbegantocleanitupontheirown.TheBigUrbanWoods4-HClubhassinceadopteditasanon-goingservicelearningproject,andhasplayedanintegralroleinlobbyingwiththecityofSt.PaulandtheMinnesotaDepartmentofNaturalResourcestopreservetheBigUrbanWoodsasoneofoverahundredSchoolForestPrograms.TheBigUrbanWoods4-HCluballowsyouthtoexplorethenaturalworldinthecontextofOjibweandLakotacultures.ItspurposeistoengageyouthinservicelearningprojectsthatraisepublicawarenessoftheWoodsandusetheareatoeducateyouthaboutwildlife identification,preservation,photography, and journaling, aswell as to teach themhowtraditionalOjibweandLakotaculturesuseplantsandotherwildlife,suchasinartandmedicine-making.Tech-nologyisinfusedinthecurriculumthroughuseofcameras,GPS/GISunits,andcomputerstocompleteprojectsandlearning/leadershipportfolios.Theaimoftheprogramistoigniteyouthexcitementaboutlearningandhelpthemdeveloptangiblelearning,leadership,citizenship,andtechnologyskillsthatcanhelpthembuildasenseofhopeandexpectationforfutureeducationalandcareeropportunities.

Program NeedsTheprimarygoaloftheprogramistohelpyouthconnecttheirlearningandintereststopotentialhighereduca-tionandcareeropportunities.Thisgoalisbasedonanumberoffindingsthatshedlightontheimportanceofpost-secondaryeducation.

NativeAmericansarethemostunderrepresentedgroupinscienceandtechnologyfieldscomparedtotheirpercentageoftheUSworkforce(CommissiononProfessionalsinScienceandTechnology,2005).Nationally,thepovertyrateofurbanIndiansis20.3percentcomparedto12.7percentforthegeneralurbanpopulation.TheunemploymentrateofurbanIn-diansis1.7timeshigherthanthatofnon-Indiansinurbanareas,andurbanIndiansare1.7timeslesslikelytohaveahighschooldiplomathannon-Indians(NationalUrbanIndianFamilyCoalition,2008).Low-incomestudentsaremuchlesslikelytopursuepost-secondaryeducation(Baum&Payea,2004),andaccordingtotheU.S.BureauofLaborStatistics,nearlytwo-thirdsofthefastestgrowingoccupationsthroughtheyear2012willrequirepost-secondaryeducation(BureauofLaborStatistics,2004).AccordingtoastudypublishedbytheCollegeBoard,“anycollegeexperienceproducesameasurableben-efitwhencomparedwithnopostsecondaryeducation,”includinghigherlifetimeearnings,lowerratesofpovertyandun-employment,andhigherschoolreadinessofchildrenwhoseparentshaveattendedcollege(Baum&Payea,2004).Infact,studiesindicatethatchildrenofparentswhohavenotattendedcollegearelesslikelytodosothemselvesthanchildrenof parentswhohave(Baum&Payea,2004).

Big Urban Woods 4-H Club

mailto:pier0239%40umn.edu?subject=pier0239%40umn.edu

Targeted AudienceThetargetaudienceismiddleschoolyouth(grades5-8,approximately10-14yearsold)whoareeligibleforfreeorreducedschoollunch.Withthisparticularclub,theaudienceincludesyouthinNativeAmericanfamiliesfromvaried tribal backgrounds.

Program Goals and Objectives1. Youthintheprogramwillbuildtangibleskillsfordrivingtheirfuturesandwillseearealandhopefulconnection

betweentheirlearningandinterestsandpotentialhighereducationandcareeropportunities.

Objectives:

• Parentswillengagewithyouthinsettingeducationalgoals.

• Youthwillsetshort-termandlong-termpersonaleducationgoalsinthecontextofcareersandhighereducation.

• Youthwillexhibitmasteryinatopicareaoftheirchoicethroughdevelopmentandpresentationoflearn-ing/leadershipportfolios.

2. Youthwillunderstandthemselvesaspositiveleadersforthemselves,theircommunities,andtheworld.

Objectives:

• Youthwillworkwithadultstocreateandengageinservicelearningprojects.

• Youthwilldemonstrategrowthinpersonalleadershipskillsandknowledgethroughcreationandpresenta-tionoflearning/leadershipportfolios.

• YouthwillworkwithadultstoincreasepublicawarenessoftheBigUrbanWoodsthroughpublicpresenta-tions,showcasingofstudentwork,andwebsitedevelopmentabouttheBigUrbanWoods.

• YouthwillgainknowledgeandunderstandingabouttheroleofnatureinOjibweandLakotacultures.

3. Youthwillgainscientificandtechnologicalliteracyinthecontextofenvironmentalconservation.

Objectives:

• Youthwilllearnbasicplantandwildlifeidentificationandrecordknowledgethroughnaturejournals,pho-tography,andcontributionstowebsitecontent.

• Youthwilldemonstrategrowthintechnologicalliteracythroughactivitiesfocusedondigitalphotography,videography,GPS/GIS,andwebsitedevelopment.

Program Design/Curricula and MaterialsTheprogramleaderdevelopedtheOrganic Middle School Youth Program Model,whichisdesignedtomeetmiddleschoolyouthwheretheyareintermsofage,culture,gender,educationlevel,language-base,andsocio-economicsta-tus,andenablethemtoachieveeducationalsuccess(seeSkuza,2004).Themodelisorganic,whichmeansthatitisdevelopedfromthecommunityupratherthanfromtheprogramdown,whileusingaresearchbasetoinformdevel-

175Big Urban Woods 4-H Club

http://urban4hscience.rutgers.edu/promising-science-programs/urban-woods.html

opment.Thisdesignprovidesastructureconducivetomiddleschooldevelopmentandlearningandfluidnessneededtoengageyouthasindividualsinaninclusivegroupsettingovertime.Themodelisintendedtohelpat-riskyouthowntheirlearningbyignitingtheirinterestineducationwhilefacilitatingaprocesstocraftlong-termeducationalplans.Themodelincludesaparent/guardiancomponentdesignedtoinvolvefamiliesthroughhomevisits,orientations,andquar-terlyempowermentsessionstoreinforcethatparentsarethechild’sfirsteducator.

Curriculaandmaterialsutilizedincludethefollowing:

• WeConnect:An opening to the world(Skuza,Russo,&Hurtado,2009)

• Skuza,J.A.,Russo,J.P.,Gates,E.F.,&Kawase,M.(2006).Urban youth lead: Becoming the authors of their lives.Minneapolis:RegentsoftheUniversityofMinnesota.

• Peterson’sGuidestoTrees,Flowers,Herbs

• Leslie,C.W.&Roth,C.E.(2003).Keeping a nature journal: Discover a whole new way of seeing the world around you.NorthAdams,MA:StoreyPublishing.

• Louv,R.(2005).Last child in the woods.ChapelHill,NC:AlgonquinBooks.

Knowledge and Research BaseTheadultfacilitatorsworkhardtodeliveraprogramthatrespectstheyouthashumanbeings,allowsthemtoexploretheirinterestsinthecontextoftheirculturalheritage,andprovidesahighlyengagingmeansforyouthtounderstandtheirlearningandleadership.Thefollowingbaseofresearchisusedinthedevelopmentoftheprogramandcurricula.

21st Century Learning and Leadership.AccordingtothePartnershipfor21stCenturySkills,theU.S.hasshiftedfromamanufacturing to a service-based economy, requiring a different set of skills focusedon knowledge,creativity,andinnovation,notjustinthehighest-leveljobs,butinjobsacrossthespectrumoftheworkforce.Twenty-first century learners shouldbeable to think critically, communicateandcollaborateacross cultural,geographic,andotherboundaries,andleadutilizingtheskillsandtalentsofothers(Partnershipfor21stCenturySkills,2008).Mostimportantly,theyhavetheabilitytodrivetheirownlearningbecausetheyunderstandhowandwhatmotivatesthemtolearn(Skuza,Russo,&Hurtado,2009).TheBigUrbanWoodsprogramprovidesin-tentionalspaceforyoungpeopletounderstandingtheirlearning,discovertheirinterests,developfocusedskills,andthenconnecttheseskillsandintereststofuturelearningpossibilities.Toaccomplishthisgoal,theprogramfocusesonself-directedlearning, innovativeleadership,andglobalawarenessandcitizenshipas21stcenturyskillsthatcanhelpyouthcarvepositivepathwaystodrivetheirfutures.

Experiential and Inquiry Learning Methods.Morethansimply“learningbydoing,”experientiallearningcallsforpersonalinvolvement,promotesself-discovery,inspiresself-initiative,andfosterscriticalthinking.Ittakesyouthoutsideofthemselves,astheyshareandprocesstheresultsoftheirexperienceandbegintoconnecttheirlearn-ingtorealexperiences(Dewey,1938).Inquiryisanapproachhighlycomplementarytoexperientiallearninginthatitincorporatesreflectionintoeveryaspectofthelearningprocessandallowsyouthtoexploretopicsinawaythatbuildsontheirnaturalcuriosity(NationalResearchCouncil,2000).

Service Learning.Themanybenefitstomeaningfulservicelearningincludeanincreasedsenseofself-efficacy,higheracademicachievement, interest in futureeducation,and improvedproblem-solving, teamwork,andplanning skills(Roehlkepartain,2007).AccordingtotheNationalYouthLeadershipCouncil’sstandards,service-learning: (a)actively176 Promising 4-H Science Programs

engagesparticipantsinmeaningfulandpersonallyrelevantserviceactivities;(b)isintentionallyusedasastrategytomeetlearninggoals;(c)incorporatesongoing,challengingreflectionthatexplorestherelationshipofselftosociety;(d)promotesunderstandingandrespectamongdiverseparticipants;(e)providesyouthwithastrongvoice;(f)addressescommunityneeds;(g)engagesparticipantsinanongoingprocessofimprovementandsustainability;and(h)lastslongenoughtoaddresscommunityneedsanddesiredoutcomes(NationalYouthLeadershipCouncil).

International Education.Aninternationaleducationapproachhelpslearnersunderstandtheirreactionstounfa-miliarviewpoints,contexts,andsituations.Withthisapproach,youthcometounderstandthattheyarepartici-pantsinaglobalsociety,inspiringasenseofunderstandingandconfidenceinrelatingandconnectingtootherpeopleandpreparingthemtothriveinculturallydiversesettingsbygivingthemtheopportunitytolearnanduseculturallyresponsiveskillsandknowledge(Skuza,Russo,&Hurtado,2009).

Partners• AmericanIndianMagnetSchool

• St.PaulAreaCouncilofChurches

• St.PaulCommunityEducation

• St.PaulParksandRecreation

• ConservationCorpsMinnesota,MinnesotaDepartmentofNaturalResources

Funding• USDAChildren,Families,andYouthAt-Risk(CYFAR)project

• St.PaulAreaCouncilofChurches

• St.PaulCommunityEducation

Staffing• TheUMNUrban4-HExtensionEducatorservesasthelocalprojectdirectorforCYFAR(Children,Youthand

FamiliesatRisk)programsinSt.Paul,theBigUrbanWoods4-HClubbeingoneoftwoofthoseprograms.TheprojectdirectoroverseesmanagementoftheSt.Paulportionofthegrant,leadsthedevelopmentandimple-mentationoftheprogramvisionandoutcomes,andnurturesrelationshipswithprimarypartners.

• TheUrban4-HProgramCoordinatorcoordinatesimplementationofgrantexpectationsandworkswiththeinterntodesign,adapt,andimplementcurricularelatedto4-H,leadership/citizenshipdevelopment,global/culturalcompetence,andawarenessofhighereducationandcareeropportunities.

• TheUrban4-HinternworkswiththeCoordinatortodesignandimplementcurricula,andcoordinatesactivitiesandfieldtripsrelatedto4-H,leadership/citizenshipdevelopment,global/culturalcompetence,andawarenessofhighereducationandcareeropportunities.

• TheNativeAmericanculturalliaisonteachesyouthaboutOjibweandLakotamethodsofidentifying,col-lecting,andpreservingherbsforbasicmedicinaluses.Theliaisonservesasthenatureguideduringhikes


throughtheBigUrbanWoods,andisalsowell-connectedwiththeDepartmentofNaturalResourcesandothercityandcommunityeffortsofconservation.

• Therearetwoprogramfacilitators(fromtheAmericanIndianMagnetSchool).Thefirstfacilitatorteachesyouthaboutphotographyandwebsitedevelopment,andworkswiththeinternandculturalliaisontohelpyouthdesigntheirservicelearningprojects.Thesecondfacilitatorteachesyouthdrawingandwritingtech-niquesfornaturejournalingandhelpsyouthdesigntheirservicelearningprojects.Bothalsoserveasculturalliaisons,helpingtocarryoutthedeliveryoftheprograminamannerappropriatetothepreservationofNa-tiveAmericanculturalheritage.

Program DeliveryParticipantsarestudentsoralumniofAmericanIndianMagnetSchool,andstayafterschooltomeetonceaweekfortwoandahalfhours.Inadditiontotimespentintheschoolbuilding,partoftheirtimeisspentina5-acreplotofwoodedlandclosetotheirschoolcalledTheBigUrbanWoods.

Theprogrambeginswith4-Hlearningactivities,ledby4-Hstaff,thattieintothemainactivity.Theselearningactivitiesarefocusedonbuildinggroupcohesionandpersonalawareness.Youthlearnaboutpersonallearningand leadership stylesusing theOjibweand Lakota clan system, theybuild communityawarenessandglobalcitizenshipthroughactivitiesintheWeConnectcurriculum,theyreflectontheirlearningintheirnaturejournals;andtheysetSMARTgoalsfortheirtimeintheprogramusingtheseprinciples.Specificlessonsonthesetopicsareincorporatedintotheactivities.Thistimesetsthetoneforthedayinawaythathelpstheparticipantslatchontospecificskillstheywillbeusingthroughouttheirtimeintheprogramandintroducesthemainactivity.Thistimeisalsousedtohelpyouthmakedecisionsabouttheprogram.

Themainactivities,ledmainlybyschoolandcommunitystaff/volunteers,focusonexplorationofthenaturalworldthroughjournaling,photography,plantidentification,andmedicine-making.Youthlearnwhatherbscanbeusedforbasicfirstaid,andpreparetheherbsusingtraditionalOjibweandLakotamethods.Inthefall,theycollectseedsfromtheBigUrbanWoodstobeplantedinthespring,andtheylearntoidentifywhichplantsaregrowingintheWoods,tobeaddedtothegrowinglistontheBig Urban Woodswebsite.Participantscollectflowersandplantstomakepaper,whichisincludedintheirnaturejournals.Thesenaturejournalsarebroughtouttodrawandrecordthewildlifetheyfindandtoreflectontheirlearning.Inthewinter,youthspendtimelearningaboutthesignificanceofOjibweandLakotaart,whichisbasedonnativeplantsandflowers.Theythendesigntheirownbandolierbagsusingthisart.Throughouttheprogram,youthareusingtheknowledgegainedtocompleteservice-learningprojectsandpresentationsthatincorpo-ratetheuseofphotography,GPS/GISunits(usedtomaptrailsandcreategeo-cachingcoursesthroughtheWoods),andthedevelopmentofaBigUrbanWoodswebsitetoincreasepublicawarenessoftheBigUrbanWoods.

Quarterlyparentmeetingswillbescheduledtoshowcaseyouthlearningandempowerparentstounderstandhowtheyaretheirchild’sfirsteducator.Speakerswillbebroughtintotalkwithparentsaboutrelevanttopics,includingresourcesinSt.PaulforNativestudents,howtheycanpreparetheirchildrenearlyforhighschoolgraduationrequirementsandcollegereadiness,andhowtheycanworkwiththeirchildtosetandmeeteducationalgoals.

Recognition of ParticipantsYouth intheBigUrbanWoods4-HClubaredevelopingportfoliosthatdocumenttheir learning,andpartsoftheseportfolios(photographs,letterstocitycommissioners)willbedisplayedinSt.Paul’scityhall.


http://www.bigurbanwoods.org/

Inaddition,throughouttheprogram,youthhavebeenworkingonthedevelopmentofawebsitefortheBig Ur-ban Woods,wheretheirletters,photographs,listsofidentifiedwildlife,andotherworkisdisplayed.Theyouthandadultswillbepresentingthiswebsiteatmeetingsandevents(i.e.,other4-Hclubmeetings,citymeetings,fairs,Urban4-Hshowcase)thatcanhelpfurtherthecauseofeducatingthepublicaboutthearea.

AmericanIndianMagnetSchoolshowstheirworkinspecialdisplaycasesintheschool,andyouthpresentatschoolPowwow’sandculturefairsthroughouttheyear.

YouthpresentedaskitabouttheBigUrbanWoodsto200other4-HyouthandtheirfamiliesatourUrban4-HShowcaseEvent.Similartoacountyfair,theywillbejudgedandhavetheopportunitytowinaribbonoratriptotheMinnesotaStateFairtopresentandcompeteagain.

Youthhaveanend-of-yearcelebration,wheretheywillhavetheopportunitytopresenttheirlearningportfoliostotheirparentsandsharereflectionsoftheirtimeintheprograminamoreintimatesetting.

Program Evaluation and Outcomes/ImpactShort Term:

1. Youthwillsetshort-termpersonaleducationgoals.

2. Youthwilldemonstrategrowthinpersonalleadershipskillsandknowledge.

3. Youthwilldemonstrategrowthintechnologicalliteracy.

Long Term:

1. Youthwillsetlong-termpersonaleducationgoalsinthecontextofcareersandhighereducation.

2. Youthwillexhibitmasteryinatopicareaoftheirchoice.

3. Parents/guardianswillbeengagedwiththeirchildrenonsettingandobtainingcommoneducationgoals.

Program evaluation includes the following methods:

1. Spreadsheetdocumentingattendance,technologyuse,youthleadershiprates,andcompletionoflearningstyleassessment,fieldexperience,portfolio,andpublicpresentation(quantitativedata).

2. Youthpeer-assessmentofleadershipportfoliothatassessesleadershipgrowth,educationgoals,andtech-nologyliteracyusingestablishedcriteria(quantitativedata).

3. Youthself-assessmentonthefieldexperience.Youthwillbeaskedtoevaluatetheirlearning/growth(pre/postsurveysandfocusgroups).

Evidence of SustainabilityTheschool(AmericanIndianMagnet)isfullycommittedtoandthrilledwiththeprogram.StudentswhoarenotintheclubcomeuptotheBigUrbanWoodsteachersthroughoutthedayandatschoolculturefairstoaskhowtheycanbecomeinvolvedin4-H.Theprincipaloftheschoolhasagreedtoallowalumnioftheschooltoattendthepro-gram.Also,theSt.Paulschooldistrictwillbemakingsignificantchanges,oneofwhichwillbetoincreasethegrade





rangeofAmericanIndianMagnetSchoolto7thgrade,andthen8thgrade.Thiswillmakeapositiveimpactonthe4-Hclub,asitwillmakeiteasiertoretainstudentsoveralongerperiodoftime.Thebiggestissueinthesustain-abilityoftheprogramistransportation.Currently,theprogramisabletoutilizebusingthroughapartnershipwithanotherafterschoolprovider,anditisanticipatedthatthisopportunitywillcontinue,aswillsourcesoffundingforotheraspectsoftheprogramforatleastthenexttwoyears.Inthemeantime,both4-Hstaffandschoolstaffandvolunteersareactivelyseekingotherfinancialandhumanresourcestosupporttheprogramovertime.

Awards/Recognition for ProgramArepresentativefromtheMinnesotaDepartmentofNaturalResources(DNR)workingontheir25-yearLegacyStrategicPlanmetwiththeBigUrbanWoods4-HClub.TheyouthdrewpicturesofthemselvesinnatureillustratingwhattheywantedaccesstoandsharedwithhimtheimportanceoftheBigUrbanWoods.AfewweekslateronavisittotheBigUrbanWoods,theyouthlearnedthattherecreationcenterandtheWoodswereindiscussionfordevelopmentandtherewouldbeameetingtodiscussthefutureofthewoods.TheyouthwroteletterstocitycommissionersaskingthemtostopanyplansofdevelopingtheWoodsandoutliningitsimportanceasaneducationalareaworthyofpreservingasanaturalspace.ThecityhassincedesignatedtheBigUrbanWoodsasanofficialSchoolForestProgram,oneofoverahundredrecognizedbytheMinnesotaDepartmentofNaturalResources.

Considerations for ReplicationOrganic process of development: Communitypartnersworkside-by-sidewith4-Hstafftocontinuallyevaluateandde-veloptheprogrambasedontheneedsoftheyouth.Inthisway,thegoalsofboththeschooland4-Hmaintainharmony.However,deliveryofthemaincontentiscarriedoutbythepeoplewhoaremostlikelytobelong-termparticipants(e.g.,communitypartners).Inotherwords,theschoolpartneristhemaindriveroftheprogram,muchliketheyouthandvol-unteerswouldbeofatraditional4-Hcommunityclub.Thisisthekeyelementofthesustainabilityoftheprogram—thecommunitypartnerhasmeaningfulcommitmenttothesuccessoftheprogramsuchthatitisnotcompletelydependentonthepresenceof4-Hstaff.

Youth Voice: Youthareinvolvedinkeydecisionsoftheclubandhaveincreasingrolesofresponsibilityandleadershipastheygrowintheprogram.Theyoutharealsokeyplayersinthesustainabilityoftheprogram.Ourprogrammodelaimstoengageyouthoverthelongestperiodoftimepossible.Thus,alumnioftheschoolareencouragedtoreturntoparticipateintheprogramovertime.Thelowerturn-overrateofparticipantsallowsforamorestableclubculturethatcanbecarriedonbythemoststeadyandconsistentmembers.

Opportunity to master content (reflect, produce, present, connect): Partoftheprogrammodelistofocusonmastery.“Mastery”meansthatyouthhavetheopportunitytoreflectontheirlearning,produceatangibleproduct(suchasaprojectorpresentation),gaintheabilitytopresentandarticulatetheirlearning,andfindwaysofconnectingtheirinter-eststohighereducationandcareeropportunities.Toaccomplishthis,allactivitiesarepresentedusingtheexperientiallearningandinquiry-basedapproach.Also,youthareworkingtowardsthecompletionofprojectswithmultipleoppor-tunitiestopresentthem,andopportunitiesarewoventhroughouttheprogram(campusvisits,careerspeakers)tohelpyouthmakeconnectionstofuturepossibilities.

References Baum,S.,&Payea,K.(2004).Educationpays2004:The benefits of higher education for individuals and society. Washington,DC:TheCollegeBoard

Bureau of Labor Statistics. 2004. Occupational Outlook Handbook: 2004-05 Edition. Washington, DC: U.S. GovernmentPrintingOffice.

CommissiononProfessionalsinScienceandTechnology.(2005).The status of native Americans in science and engineering.Washington,DC:CommissiononProfessionalsinScienceandTechnology.

Dewey,J.(1938).Experience and Education.NewYork:Macmillan.

Jones-DeWeever,A.,&Gault,B.(2006).Resilient&reachingformore:Challengesandbenefitsofhighereducation forwelfareparticipantsandtheirchildren.WashingtonDC:InstituteforWomen’sPolicyResearch.

NationalResearchCouncil. (2000). Inquiry and the national science education standards: A guide for teaching and learning.Washington,DC:NationalAcademyPress.

NationalUrbanIndianFamilyCoalition.(2008).Urban Indian America: The status of American Indian and Alaska Native children and families today.Seattle,WA:NationalUrbanIndianFamilyCoalition;TheAnnieE.Casey Foundation;NationalUrban Indian FamilyCoalition;MargueriteCasey Foundation;Americans for Indian Opportunity;NationalIndianChildWelfareAssociation.Retrievedfromhttp://www.aecf.org

NationalYouthLeadershipCouncil. K-12 Service-learning standards for quality practice.St.Paul,MN:National Youth Leadership Council. Retrieved February 18, 2011 from http://www.nylc.org/k-12-service-learning-standards-quality-practice

Partnership for 21st Century Skills. (2008).21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Retrieved December 6, 2010 from http://www.p21.org/storage/documents/21st_century_ skills_education_and_competitiveness_guide.pdf

Roehlkepartain, E. C. (2007). Benefits of community-based service-learning (fact sheet). Scotts Valley, CA: NationalService-LearningClearinghouse.RetrievedFebruary21,2011fromhttp://www.servicelearning.org/ instant_info/fact_sheets/cb_facts/benefits_cbosl

Skuza,J.(2004).Site-basedyouthdevelopmentprograms:Reachingunderservedyouthintargetedcommunities. JournalofExtension,42(1).Retrievedat:http://www.joe.org/joe/2004february/iw4.shtml .

Skuza,J.A,Russo,J.P.,&Hurtado,G.A.(2009).WeConnect: An opening to the world. Minneapolis:Regentsof theUniversityofMinnesota.

In Partnership With


http://www.aecf.org

http://www.nylc.org/k-12-service-learning-standards-quality-practice

http://www.nylc.org/k-12-service-learning-standards-quality-practice

http://p21.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf

http://www.servicelearning.org/instant_info/fact_sheets/cb_facts/benefits_cbosl

http://www.servicelearning.org/instant_info/fact_sheets/cb_facts/benefits_cbosl

http://www.joe.org/joe/2004february/iw4.shtml

Senior Extension Associate Cornell University New York, [email protected]

Jackie Davis-Manigaulte

AbstractFollowingasuccessfulpartnershipwithHenryStreetSettlement(HSS)onaCYFARprojectentitledCommunityImprovementThroughYouth(CITY),CornellUniversityCooperativeExtension-NYC(CUCE-NYC)was invitedtocollaborateontheCAUSEproject.HSSandCUCE-NYCsuccessfullysubmittedandreceivedfundingtoimplementtheproject,selectingitsfirstcohortofstudentsin2009.CAUSE’spurposeistoincreaseteens’knowledge,inter-estandattitudestowardsscience,theenvironment,andcommunityengagement.

EachCAUSEstudentwasgiventhetaskofdesigningindividualizedresearchprojects.Providedwithhands-onadvising,studentswereabletodelveintotheirresearchquestionstodeveloptheirresearchprojectsandpres-entsubstantialfindings.ThestudentsalsoreceivedintensivecollegepreparatoryservicesthroughthePrincetonReviewSATprepcourse,collegecounseling,assistancewiththeapplicationand4-Hworkshopsessionsonpublicpresentationsandinterviewing.

Theprogramhighlightcameinsummer2010asstudentsattendedtheCornellSummerCollegeprogramandcompletedarigorousenvironmentalsciencecurriculumforthreecollegecredits.CornellUniversityprofessorsandgraduatestudentsalsomentoredthemontheirprojects.Studentspresentedtheirfinalresearchprojectstoanaudienceoftheirpeers,advisors,parentsandsponsors.Thestudents’impressiveresearchcoveredtopicsaffectingthecommunitiesinwhichtheylive,includingMetrocardandfastfoodrestaurantrecycling,ecofashionandwaterconservation.

Program NeedsUnderrepresentationofminoritiesintheScienceandEngineeringworkforcecontinuestobeaproblem.Newstrategiesareneededtostrengthenstudents’scienceskills,interestinscienceandawarenessofpotentialre-lated careers.

Targeted AudiencePartneringwithHenryStreetSettlement,studentswereselectedfromlow-incomecommunitiesonacompeti-tivebasisbasedonalengthyapplicationprocess.Studentswereaskedtodemonstratetheirinterestinscienceeducationandtheirdesiretoincorporatesciencerelatedinterestsintotheirfuturecollegeplans.Sevenstudentswereselectedtoparticipateinthefirstprogramyear.Parentsandfamilymemberswereincludedinthetargetaudienceandthroughouttheprogram.

Program Goals and ObjectivesThelong-termgoaloftheCollegeAchievementthroughUrbanScienceEducation(CAUSE)projectistoincreasethenumberofminorityyouthpursuingandsucceedinginscienceandtechnologycollegemajorsandcareers.

CAUSE (College Achievement through Urban Science Exploration)

mailto:jad23%40cornell.edu?subject=jad23%40cornell.edu

183CAUSE (College Achievement through Urban Science Exploration)

Toachievethisgoal,CAUSEseeks to improvethecollegereadinessskillsofminorityyouth from low-incomecommunitiesbycombiningenvironmentalstudies,research,fieldstudy,andcommunityservicewithintensivecollegepreparatoryservices.ThefacultyandfieldbasedstaffinvolvedindesigningtheCAUSEmodelwishtoexplorewhetherthisapproach,accompaniedwithgreatercollegepreparation,will increasethepossibilityofyouthpursuingscienceandtechnologystudiesandcareers.Twootherpotentialoutcomesoftheprogramarechangesinattitudestowardscienceingeneral,andtowardtheenvironment,includingawarenessandbehaviors.

Program Design/Curricula and MaterialsTheprogramisdesignedtoencouragehighschooljuniorstoexplorescienceasacareertrackinemergingareassuchas“green”technologies,ecology,andenvironmentalstudies;andpreparethemfortherigorsofcollegeandscientificresearch.Studentsdesignaresearchprojectbasedontheirresearchandstudy.Theprogramalsoincludesathree-weekresidentialcollegeexperienceatCornellUniversityduringthesummerandculminateswithafallpresentationofresearchprojectfindingstoparentsandfamilymembers,peers,communitymembersand sponsors.

Overthecourseoftwelvemonths,theprogramoffers:

1. An“ExploratoryPhase”inthefallsemesterwherestudentslearnaboutresearchmethodsandideasrelatedtoenvironmentalstudiesandpickatopicofinterest;

2. AStudentResearchProject inthespringthatbuildsonthe interestsdevelopedduringthe“exploratory”phase;

3. Athree-weekresidentialcollegeexperienceatCornellUniversityduringthesummerthroughtheCornellUniversitySummerCollegeprogram,followedbyfallresearchprojectpresentationstoparentsandfamily,peers,communitymembersandsponsors;

4. Collegepreparatoryservices(providedbyPrincetonReview) interwoventhroughouttheprogramyeartoincreasestudents’prospects forachievingacademicsuccess,guidethemthroughtheadmissionprocess,andhelpthemgainacceptancetotopcollegesanduniversities;and

5. Follow-upservicestomaintaincontactwithstudentsbeyondcollegeadmissioninordertosupportstudentretentionandtheirconnectiontoCAUSE.

Knowledge and Research BaseThe2009NationalAssessmentofEducationalProgressreportofnationalsciencescoresrevealedthat“fewerthanone-thirdofelementaryandhighschoolstudentshaveasolidgraspofscience.”TheProgramforInter-nationalStudentAssessment indicated thatU.S. students trailedstudents inHongKongandShanghaionaninternationalsciencetest(Banchero,2011).ThesefindingshelpprovidejustificationforthescienceeducationapproachthatwastakenintheCAUSEproject.

Inaddition,theAmericanSocietyforQuality(ASQ),commissionedthemarketresearchfirmHarrisInteractive,toconductanonlinesurveytouncoverhowwellteacherstransfertheirknowledgeandpassionforscienceandmathtotheirstudentsandinspirethemtopursueSTEMcareers(Stansbury,2010).Thesurveyofmorethanathousandstudentsingrades3-12wasconductedinDecember2010,andfoundthat“Although85%ofstudents


saidtheirteachersdeserveat leasta“B”whenitcomestoknowledgeaboutsciencetopics(55%ofstudentsgavetheirteachersan“A”),63%ofhighschoolstudentssaidtheirteachersarenotdoingagoodjoboftalkingtothemaboutengineeringcareers(“C”orlower),and42%ofhighschoolstudentssaidtheirteachersdon’tablydemonstratehowsciencecanbeusedinacareer(“C”orlower).Thestudygoesontostatethatinsomecases,acontributingfactoristhatsometeachersaren’tdoingalltheycantoconnectthedotsbetweenthemathandscienceworkthatstudentsaredoingonadailybasisandhowitrelatestotherealworldandtheirfuturecareers.

ThesestudieshighlighttheissuesthattheCAUSEproject isattemptingtoaddressthroughitsprojectdesign.TheprojectisdesignedtoprovideyouthwitharigorousandstimulatingscienceeducationexperiencedrivenbystudentinterestsandcourserequirementslocallyandatCornellUniversity.

Partners• CornellUniversityCooperativeExtension-NYC

• HenryStreetSettlement

• TeagleFoundation

• CornellUniversity–CollegeofCollegeofAgriculture&LifeSciences–DepartmentofNaturalResources

• CornellSummerCollege

FundingTeagleFoundation–College-CommunityPartnershipsInitiative

Staffing• RituSen,HenryStreetSettlement–DirectorofEducationalServices,On-siteProjectLeader(1stcohort)

• MattPhifer,HenryStreetSettlement–Counselor,DirectorofAdolescentServices(1stcohort);DirectorofEducationalServices,On-siteProjectLeader(2ndcohort)

• GregRideout,HenryStreetSettlement–DirectorofYouthDevelopmentatHenryStreetSettlement

• AbbyEller,CornellUniversitySummerCollege–DirectorforSummerPrograms

• Marianne Krasny, Cornell University – Chair and Faculty Advisor, Department of Natural Resources; ProjectPrincipalInvestigator

• JackieDavis-Manigaulte,CUCE–NYC;Sr.Ext.Associate/Family&YouthDevelopmentProgramLeader–Co-PrincipalInvestigatorandOverallProjectCoordinator

• LucindaRandolph-Benjamin–CUCE-NYC;ExtensionAssociate/4-HProgramCoordinator– coordinates 4-Hpublicspeaking&interviewworkshops

• JasonCorwin,CornellUniversityGraduateStudentConsultant–supportsstudentsduringthree-weekcourse at Cornell University


• AlexKudryavtsev,CornellUniversityGraduateStudentConsultant–conductedweeklysessions(1stco-hort)anddevelopedcurriculum

• UmangDesai–CAUSEInstructor(2ndcohort)

Program DeliveryStudentsmetfor36after-schoolsessionsattheHenryStreetSettlementthroughouttheprogram’sduration. Meetingwiththeirprogram’smentors,youthexploredthevarioussciencetopics,aswellaskey4-Hconceptssuchaspublicpresentationsandleadership.Studentssplittheirworkingtimebetweengroupsessions,collegepreparationsandconductingresearchfortheirindividualprojects.Insummer2010,studentsattendedathree-week summer college experience at CornellUniversity, taking a course on environmental studies andbeingmentoredbyaCornellgraduatestudent.Followingthesummercollege,studentspresentedtheiryear’sworkandresearchfindingsatafinalsymposium.

Recognition of ParticipantsStudentswererecognizeduponcompletionofthethree-weekcourseatCornellUniversityandthenataclosingceremonyinthefallof2010,duringwhicheachstudentpresentedtheirresearchprojectfindings.Inaddition,Dr.KrasnyheldaninformalreceptionatherhomeforthestudentsduringtheirstayatCornellUniversity,whichwasparticularlymeaningfultotheyouth.

Program Evaluation and Outcomes/ImpactTheprogramhad a great impact on theparticipants and their personal and academic growth. Thirty-six af-terschool sessions introduced the youth to environmental studies and researchmethods duringwhich theyembarked on their own research projects on topics such as water conservation, eco-fashion, Metrocard recycling,recyclinginthefastfoodindustryandenvironmentaleducation.Inthisprocess,youthincreasedtheirwriting,math,analytical,researchandnetworkingskillsandformedfriendshipsthatwillbethefoundationofanalumnigrouptosupportthemduringtheirtransitiontocollege.Athree-weeksummercollegeexperienceat Cornell University has been particularly rewarding, as participants became fully immersed in campus lifeandwereintroducedtocollege-levelcoursework.Thestudentshavealsobecomepassionateambassadorsforenvironmentalcausesasaresultoftheirresearch intothe interrelationsbetweenlocalandglobalecologicalphenomena.

Theprojectisfundedforthreeyears.StudentsinthesecondyearoftheCAUSEprogramaredesigningtheirre-searchprojectsandapplyingfortheCornellSummerCollegeProgram.ThefirstyearCAUSEalumniareeagertostayonboard,continuingtoworkontheirresearchandservingasmentorstothenewCAUSEcohorts.

The CAUSE Project as a whole has been a great experience. It has been both fun and challenging at times. I have learned a lot from both Alex and Ritu and I am sure next year’s participants will learn just as much. The CAUSE project has helped me increase my knowledge about the environment, through Alex and the Cornell course. It actually helped me realize how much of an interest I had in environmental studies. My re search project also helped me learn more. I had a chance to sharpen my report writing skills with the help of Alex. The CAUSE Project also helped me make new friends who will now be in my life for a very long time.


Cornell University Summer College, the other aspect of CAUSE (the first being research projects), was really fun even though it was difficult. The class taught me a lot about the history behind environmental studies. It taught me about some things I already knew and about completely new things. Summer College really showed me what it would be like living in a dorm and on a college campus. I think I am much more prepared for college than I was before.Tiquasha, 2009-2010 CAUSE Program Participant

–Tiquasha,2009-2010CAUSEProgramParticipant

Considerations for ReplicationTheprogramplannershopetocreateamodelthatwillbeconsideredforexpansionandreplication.WebelievethatCAUSEmayserveasamodelforotherurbanprogramsand,ifso,wemayconsidereventuallypublishingtheresultsofthisproject.

References Banchero,S.(2011).Studentsscorepoorlyonsciencetest.Retrievedfromhttp://online.wsj.com/article/SB1000 1424052748704698004576103940087329966.html.

Stansbury,M.(2010).Survey:Educatorsaren’tdiscussingSTEMcareerswithstudents.Availableonlineat http://www.eschoolnews.com/2010/02/25/educators-not-discussing-stem-careers/


In Partnership With

Urban Regional Extension Agent Alabama A&M University Montgomery, [email protected]

Danielle D. Rudolph

AbstractReady? Get SET to Explore Forensics!isanewyouthdevelopmentinitiativelaunchedduringthe2010programyearbytheAlabamaCooperativeExtensionSystem’sUrbanAffairsandNewNontraditionalProgramsunitatAla-bamaA&MUniversity(AAMU).Throughimplementationoftheinitiative,youthparticipantsengagedinaseriesofshortlecturesandlaboratoryactivitiesonforensicscienceatthestatewideyouthconferenceandwithgroupsin the local urban centers.

The program engaged minority, low-income and at-risk youth in group discussions, experiments and activities to better develop their awareness and understanding of the main concepts of foren-sic science. More than 90% of the youth in the workshops were exposed to concepts for the first time. Previously,studentscouldonlymarvelatconceptspresentedintelevisionshowssuchasCSI, Law & Order, Crimi-nal Minds,andsoforth.

TheJune2010TeensandTweens (TNT)EmpowermentConferenceheldonthecampusofAAMU inNormal,Alabamawasanidealforum.Itintroducedseveralessentialelementsofthe4-HSETinitiativetoadiverseurbanaudience.Theconferencefocusedprimarilyonforensics,andalsogaveinsightintootherSETcurriculaareassuchasengineering,environmentalscience,plantscience,andfamilyandconsumerscience.Whiledialoguingwithprofessionalsattheconference’scareerexpo,youthalsolearnedaboutvariouscareersindisciplinescenteredon science, engineering, and technology.

Subsequentworkshopswere taughtatahighschool inWestMontgomery,Alabamatoprovide introductory informationaboutthestudyofforensicscience.Twenty-threeteenslearnedaboutcrimesceneinvestigationandanalyzedacrimescenefromamockrobberythattookplaceunexpectedlyattheconclusionoftheworkshop.

WorkshopstaughtattheTNTconferenceandconceptstaughtintheclassroomdiscussionsintroducedtheap-plications,techniquesandprocessesusedtoexamineanactualcrimescene,whicheventuallyleadstosolvingacrime.Ready?GetSETtoExploreForensics!helpsurbanyouthgainhands-onexperiencetomakecareeraspira-tionsanddreamsmorerealisticandattainable.

Program NeedsItisbecomingincreasinglyimportanttoensurethatyouthdeveloptheskillsandabilitiesneededtoremaincom-petitiveinthe21stcentury.Futureleadersandprofessionalswillbethosewhopossessthecriticalthinkingandproblem-solvingskillsthatpreparethemtorespondtoproblemsathome,onthejob,andintheircommunities.

Thelaunchofthe4-HSETinitiativeistimely,andofferssupporttolocalandstateExtensioneducatorswhowanttoprovidescienceoutreachthatincludeslifeskillsandcareerdevelopment.Theprogramsofferedpresentasup-portiveenvironmentandastrongfoundationforyouthtorealizetheirambitions.

Ready? Get SET to Explore Forensics!

mailto:ddr0007%40aces.edu?subject=ddr0007%40aces.edu

Targeted AudienceThetargetaudiencefortheReady? Get SET to Explore Forensics! programisnew,nontraditional,underserved,un-servedandat-riskyouth,ages9-18.ThisinitiativeisexpectedtoreachurbanyouthinthenineUrbanCentersthroughout the state.

AswithallurbanExtensionprograms,agentsarechargedwiththetaskofimplementingprogramstoeducateyouthfromvariedsocioeconomicbackgrounds.SeveralyouthparticipantsintheSETinitiativewereresidentsofthehousingauthority,achildren’shome,andrelativecaregiverhouseholds.

ThelocalforensicscienceworkshopsweretaughtinatraditionalschoolsettingwithstudentsattendingGeorgeWashingtonCarverHighSchoolinWestMontgomery,Alabama.Theareainthecityisagrowingurbanregionwheretherearehighratesofsubstanceabuseinthecommunity.

The greater percentage of the West Montgomery population is low income and has low educational attainment.Thirty-sixpercentofthispopulationisbelowpovertylevel.Thisissignificantlyhighercityoverallrateof17.7%.Themedianhouseholdincomein2009forWestMontgomerywas$33,359,andthecityofMont-gomeryasawholewas$40,568.

Program Goals and ObjectivesTheprojectgoalsandobjectiveswereto:(a)enhancetheunderstandingofscientificconceptsinscience,en-gineeringandtechnology;(b)facilitatetheapplicationofscientificknowledgetodailyliving;and(c)fosterthedevelopmentofproficiencyinSETskillsthatencouragescientificpursuitsforpersonalandcareerdevelopment.

Theoverall4-HSETinitiativewasdevelopedto:

• Increaseknowledge,skills,andcompetenciesandimprovetheattitudesofyouthinscience,engineeringand technology.

• Increasetheknowledge,skills,competenciesandcomfortlevelofyouthandadult4-Hvolunteersandstaffforofferinghands-on,experientially-based4-HSETlearningexperiencestoyouth.

• WorkwithUrban4-H/YouthDevelopmentvolunteersandstaff, land-grantcollegeanduniversityfac-ulty,SETcontentexpertsandotherpartners(museums,SETorganizations,SETassociations,industries,foundations,etc.).

TheurbanExtensionteamusedtheforensicsdisciplinetohonescienceandlaboratoryskills.Participantswere:

• Introducedtoforensicscience.

• Shownhowscienceisappliedtopoliceworkandcrimeinvestigations.

• Introducedtotheuseandcareofmicroscopes.

• Providedanopportunitytoapplyproblem-solvingtechniquesusingamicroscope.

• Allowedtoexplorecareeropportunitiesinscience,engineeringandtechnology.

189Ready? Get SET to Explore Forensics!

Program Design/Curricula and MaterialsLivinginthetechnologyandinformationage,theapproachtoreachingyouthneedstobemoreinnovativeandappealing.YoutharetakingnoticeandinterestinthegrowingnumberofpoliceproceduraltelevisionserieslikeThe First 48, CSI Miami/New York, Criminal Minds and Law and Order.Youtharefascinatedwiththeprocessofforensicinvestigation.Therefore,Extensionintroducedthestudyofforensicsciencestoteachthecoreprinciplesandelementsofcrimesceneinvestigation.

Thedisciplineofforensicscienceconnectsyouthtothescienceofcrimesceneinvestigation.Itreinforcestheideathatscienceiseverywhere,fromgrowingfoodstocuringdiseasesandsolvingcrimes.Also,theinitiativehelpsyouthbuildconfidenceintheirabilities,developproblem-solvingskills,andgivesthemtheopportunitytointeractwithleadersandprofessionalsfromSETindustries.

TherewasnospecificcurriculumusedduringtheTNTEmPOWERmentprogram;however,expertvolunteerscon-ductedhands-onworkshopstoteachscienceconcepts.Curriculumusedforthelocalworkshopsincludedbothonlineresources,inparticularTheScienceSpotandactivitiesfromACrime,AClueandBiotechnologypublishedbytheOfficeofBiotechnologyandExtensionYouthand4-HofIowaStateUniversity.

Knowledge and Research BaseThefieldofscience,engineeringandtechnologyisbecomingincreasinglyessentialforeconomicstability.TheUnitedStatesisdependentonscienceandtechnologicaladvances.

According to the National Association for Gifted Children, all children, minority students in particular,need to know the importance of science and mathematics in their daily lives. Knowledge of these sub-jects helps them to develop intellectually and socially. Science is awayof thinking, awayof understandingtheworld.Minority students need to understand that early involvementwith the substance of science andmathematics canopen gates into all thedomainsof knowledge andemployment. Science andmathematics areshapingthefuture;studyingthesesubjectspreparesyouthforaplaceinthatfuture.

PartnersThe primary partner for the 4-H SET initiative through the Alabama Cooperative Extension System’s UrbanAffairsNewandNontraditionalProgramsunitistheland-grantinstitutionAlabamaA&MUniversity.Sev-eraleducationaldepartmentshavejoinedExtensioninconductingworkshopsanddisseminatinginformationtoyouth.ThefacultyandstaffassistingwiththisprojectrepresenttheDepartmentsofPhysics,NaturalResourcesandEnvironmentalSciences,andFamilyandConsumerSciences.

Other contributingagencies include theMarshall Space FlightCenterof theNationalAeronautics and SpaceAdministration,theUnmannedAircraftSystem,theDefenseIntelligenceAgency,theAlabamaDepartmentofForensicScience,andAlabamaScienceinMotion.

FundingYouthparticipantswerechargedaregistrationfeetoattendtheTNTEmPOWERmentConference,andagentsusedprogramdevelopmentfundsto implementforensicsworkshops. Insomecases,regionalagentsprocuredfunds


fromcommunity leaderstoassiststudentswithregistrationfeesandtransportation.UrbanRegionalExtensionAgents(UREAs)hostlocalforensicsworkshopsutilizingallocatedprogramfundsandin-kindcontributions.

Staffing“Ready? Get SET to Explore Forensics!” isdeliveredasacollaborativeeffortamongExtensionstaffatAAMU,UREAs,volunteers,andbusinesspartners.TheTNTEmPOWERmentConferencewascreatedandisorganizedundertheleadershipofExtensionYouthDevelopmentandVolunteerismspecialist,KimberlyBurgess-Neloms.Sheworkscloselywithagentstoplanandimplementtheevent.

ThereareUREAs insixofAlabama’sMetropolitanStatisticalAreas (MSAs)whocurrentlyconductyouthpro-grams.TwoofthesevenUREAsare100%committedtoyouthdevelopmentprogramming.TheremainingfiveUREAshavesplitappointments,with50%oftheirtimecommittedtoyouthdevelopment.UREAsrecruitcompe-tentandconfidentvolunteerswhoarecommittedtothedeliveryandevaluationofallareasoftheirprograms.

Program DeliveryMorethan160youthandadultsfromColbert,Lauderdale,Limestone,Madison,Mobile,Tuscaloosa,Montgom-ery,LawrenceandMorgancountiesinAlabamaparticipatedintheyouthconference,whichwaspackedwithed-ucationalandfun-filledactivities.Theconferencethemewas“ExploringHealthandFitness,Science,EngineeringandTechnology,”anditopenedwiththeScience,EngineeringandTechnologyExpo.TheconferencehighlightedawidevaryofSETrelatedcareers:

• TheMarshallSpaceFlightCenterinHuntsvilleprovidedinformationtoencourageyoungpeopletoconsidercareersinengineeringandtheaerospaceindustry.Theirgoalistodevelopthenextgenerationofexplorers.

• Inventor,Dr. FrankArcher III,displayedhismicrowaveautonomouscopter system.His invention is theworld’sfirstunmannedaircraftsystemtobeequippedandflownsuccessfullywithamicrowaveradiometersensor.Dr.ArcheristheinterimdirectorforInstitutionalPlanning,ResearchandEvaluationatAAMU.

• Nutrition andHospitalityManagement Program inAAMU’sDepartment of Family and Consumer Sciencesharedcareer informationdesignedforstudentswhopossessastronginterest inthesociological,psycho-logical,physiological,andeconomicaspectsoffoodasitrelatestonutritionalstatusandworldhunger.Theprogramprovidesabroadeducationinthescienceofnutritionandpreparationoffoodasrelatedtolifestyles,cultures,andhealth.Theprogramenablesstudentstodevelopcompetenciesintheecological,socio-psycho-logical,andeconomicaspectsofapparelandinteriordesign,production,distribution,andconsumption.

• TheApparel,MerchandisingandDesignprogram,alsoinAAMU’sDepartmentofFamilyandConsumerScience,providedageneralunderstandingoftextiles,clothing,fashion,andrelatedareas,whileoffer-ingdiversificationthroughconcentrationsinfashionmerchandising,fashiondesign,andinteriordesign.

• Mr.LarryM.Davis,chiefoftheApplicationsSoftwareDivisionrepresentedtheOfficeforAnalyticalSys-temswithintheDefenseIntelligenceAgency’sMissileandSpaceIntelligenceCenter(DIA/MSIC).DIA/MSICsharedtheirvisionoftheintegrationofhighlyskilledintelligenceprofessionalswithleadingedgetechnologytodiscoverinformationandcreateknowledgethatprovideswarning,identifiesopportuni-ties,anddeliversoverwhelmingadvantagetoourdefenseplannersandnationalsecuritypolicymakers.


• Dr.ColmoreS.Christian,assistantprofessorintheForestry,Ecology,andWildlifePrograminAAMU’sDepart-mentofNaturalResourcesandEnvironmentalSciences,spokewithstudentsaboutthefieldsofforestman-agement,forestsciences,wildlifebiology,fisheries,andremotesensingandGeographicInformationSystems.Dr.Christian’sresearch initiativesfocusonsmall-andmedium-sizedprivatesectoroutdoorrecreationenterprises,theapplicationofagroforestrystrategiesinthewildland-urbaninterface,andonvisitorusepatternsonpubliclandsinAlabama.

Conferenceworkshops includedan introductorystudyof forensicscienceandengineering.SETsessionspre-sented included:

• DNAExtraction •FingerprintAnalysis •ForensicScienceDefined

Theworkshopsprovidedyouthparticipantswith theopportunity togeta closer lookat andunderstandingofconceptsbyactivelyengaginginhands-onactivities.WorkshopsweretaughtbyDr.MalindaWestbrook,AssistantProfessorofChemistryatAAMU;JenniferHutchinson,BiologySpecialistwithAlabamaScienceinMotion;andDr.LonnieGinsberg,LaboratoryDirectorfortheAlabamaDepartmentofForensicScienceinHuntsville,Alabama.

Additionally,subsequentworkshopswereofferedbyUREAsfocusingonproblem-solvingandanalyticalthinkingthroughcrimescene investigations.Youthwere taughtcrimescene fundamentals, includingCSI terminology,typesofevidence,crimescenepersonnel,andprotocolforinvestigations.

Youthstudiedtestimonialevidence,followedbyacrimescenechallenge(mockcrime).Inbrief,testimonialevi-dencediscussedeyewitnessaccounts,reviewingfactorsthataffectaperson’smemoryandabilityto identifyasuspect.TheworkshoponthetypesofevidenceconcludedwithRooseveltRobinson,UREAinMontgomery.Studentswerechallengedwithexaminingthesceneinordertosolvethecrime.

Recognition of ParticipantsTheTNTEmPOWERmentConferenceconcludedwitha semi-formalawardsbreakfast for staff, students,andvolunteers.Theywererecognizedfortheiractiveprogramparticipationintheconferenceandcontributionstoworkshopsandactivities.Duringtheawardsbreakfast,youthwerecommendedonhavingchosentolearnmoreaboutthedisciplinesof4-HSETandchallengedtocontinuetheircareerpursuits.

Exhibitorsandpresenterswerethanked followingtheirworkshop.Additionally,eachvolunteer, teenteacher,exhibitor,andpresenterwillbeinvitedtothestatelevelvolunteerappreciationprogram.

Program Evaluation and Outcomes/ImpactAsaresultofparticipationintheExtensionTeamProject,participantswereto:

• EnhancetheunderstandingofSETconcepts,

• Applyscientificknowledgetodailyliving,and

• Developproficiencyinskillsthatencouragescientificpursuitsforpersonalandcareerdevelopment.

Thestateinitiativeevaluationassessmentsarerequiredtobecompletedbeforeandafterprograms(pre-andposttests).Evaluationsreflectknowledgegainedbyprogramparticipants.


Theclassroomlearningworkshopsevaluationresultsshowedyouth increasedknowledge inthestudyofevi-dence,crimesceneprotocol,andfactorsthataffectaperson’sabilitytoidentifyasuspect.

Evidence of SustainabilityTheinitiativehasstrongstateleveladministrativesupportandeffectivecollaborationswithdiverseorganizationsandagenciesinsciencecareerfields.AAMU’sfacultyintheSchoolsofAgricultureandEnvironmentalSciencesandEngineeringandTechnologycontinuestopartnerwithurbanyouthdevelopmenttoenhanceprogramming.

Awards or Other Recognition Received for ProgramTheTNTEmPOWERmentConferencewasfeaturedinanarticlefortheAlabamaCooperativeExtensionSystem’sNewsLine,whichisanonlinecommunicationsitethathighlightsACESprograms.

Considerations for ReplicationSecuringafundingsourcewillallowtheconferencetobemoreaffordableforthetargetaudience.Includingatourof local/regional forensic laboratoriesorcollegeswith relatedcourseworkwouldenhance theprogram.Atonetime,theAlabamaDepartmentofForensicScienceallowedyouthtoursofthefacilitybuthasrecentlystoppedduetopotentialcontaminationissues(ifaparticipantsneezesitintroducesforeignDNAintothelabora-tory).However,analystsorscientistsarewillingtomakepresentationsatanoff-siteclassroom.

Youthdevelopmentstaffwantingtoofferprogramsintheforensicsmightconsiderhostingasummerdaycampwithparksandrecreation.Potentialspeakers/presenterscouldincludeprofessionalswhoworkinaforensicsci-encefield,suchasthecoroner,lawenforcementofficials,medicalexaminers,andsoforth.

References ACESNewsLine.(2010,Aug17).2010TNTConferenceHighlights.Retrievedfrom https://sites.aces.edu/group/comm/newsline/Lists/Posts/Post.aspx?ID=204

AlabamaDepartmentofForensicsScience.(2011,Feb1).CrimeSceneExaminations.Retrievedfromhttp://www.adfs.alabama.gov/

City-Data.com(2010).WestMontgomery.

Clark,J.(1999).MinoritiesinScienceandMath.Retrievedfromhttp://www.ericdigests.org/2000-2/minorities.htm

TheScienceSpot.ForensicScienceLessonPlans.Retrievedfromhttp://sciencespot.net/Pages/classforsci.html


In Partnership With

https://sites.aces.edu/group/comm/newsline/Lists/Posts/Post.aspx?ID=204

http://www.adfs.alabama.gov/

http://www.adfs.alabama.gov/

http://www.ericdigests.org/2000-2/minorities.htm

http://sciencespot.net/Pages/classforsci.html

GeneralExpanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads – thisreportbytheNationalAcademyofSciencesfocusesonthecriticallackofminoritiesinSTEM-relatedcareersandoffersconcretewaystoaddressthisissue.Availableathttp://www.nap.edu/catalog.php?record_id=12984.

Learning Science in Informal Environments: People, Places, and Pursuits – an invaluable guide from the NationalResearchCouncilforprogramandexhibitdesigners,evaluators,andstaffofscience-richinformallearning institutions and community-based organizations, scientists interested in educational outreach, federal scienceagencyeducationstaff,andK-12scienceeducators.Contributorshaveexperienceinarangeofsettings– museums, afterschool programs, science and technology centers,media enterprises, aquariums, zoos, stateparks, and botanical gardens. Available at http://www.nap.edu/catalog.php?record_id=12190.

Promising Practices in Positive Youth Development with Immigrants and Refugees – immigrant and refu-gee youth benefit from community-based and afterschool programs formany of the same reasons as their non-immigrantcounterparts.However,theiruniquestrengthsandneedsareimportantforprogramstoconsiderwhentargetingtheseyouth.Basedonananalysisofover60programs,thisarticleprovidessevenprinciplesofeffective positive youth development programs, aswell as “promising practices” fromacross the country. Available at http://www.tpronline.org/article.cfm/PYD_with_Immigrants_and_Refugees.

Surrounded by Science: Learning Science in Informal Environments – based on the National ResearchCouncil study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners –making valuable research accessible to those working in informal science: educators, museum professionals, university faculty,youthleaders,mediaspecialists,publishers,broadcastjournalists,andmanyothers.Availableat http://www.nap.edu/catalog.php?record_id=12614.

What Works for African American Children and Adolescents: Lessons from Experimental Evaluations of Pro-grams and Interventions –aChildTrendsbriefreviewsrigorousevaluationsofout-of-schoolprogramsservingAfricanAmericanchildrentoidentifyprogramsthatwork,aswellasthosethatdonot,andtheinterventionstrate-giesthatcontributetoprogramsuccess.Availableathttp://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4AAChildren.pdf.

What Works for Latino/Hispanic Children and Adolescents: Lessons from Experimental Evaluations of Programs and Interventions – a Child Trends brief reviews rigorous evaluations of out-of-school programs servingLatinochildrentoidentifyprogramsthatwork,aswellasthosethatdonot,andtheinterventionstrategies that contribute to program success. Available at http://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4LatinoChildren.pdf.

Resources

http://www.nap.edu/catalog.php?record_id=12984


http://www.tpronline.org/article.cfm/PYD_with_Immigrants_and_Refugees


http://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4AAChildren.pdf

http://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4AAChildren.pdf

http://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4LatinoChildren.pdf

http://www.childtrends.org/Files/Child_Trends-2011_02_01_RB_WW4LatinoChildren.pdf

4-H SCIENCE CORE PRINCIPLES AND PROGRAM DESIGN4-H Science Program Design – 4-H Science Checklist4-H Science 101 – this training guide provides four hours of activities that will help introduce your staffand participants to the development, delivery, and assessment of 4-H Science programs. Available athttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

4-H Science Professional Development Toolkit –anonlinesetofresourcesandtrainingactivitiestobeusedbyyouthdevelopmentprofessionalsandvolunteerstopreparethemtosupport4-HScienceprograms.Includesthe4-HScienceChecklist,4-HScienceCompetencies,andExperientialandInquiry-BasedLearningMethodsin4-HScience. Available at http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

Inquiry Based Learning Approaches4-H Science Professional Development Toolkit – an online set of resources and training activities to beused by youth development professionals and volunteers to prepare them to support their 4-H Science programs.IncludesasectiononExperiential and Inquiry-Based Methods in 4-H Science and Inquiry–Theory to Practice. Available at http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

Exploratorium’s Institute for Inquiry® –workshopsandfacilitatorguides(freedownloads)forthoseprovidingprofessionaldevelopmentinthepedagogyandpracticeofscienceinquiry.Availableathttp://www.explorato-rium.edu/ifi/workshops/index.html. Introductory informationonscience inquiry isavailableathttp://www.ex-ploratorium.edu/ifi/about/philosophy.html-includingfreedownloadsofWhat is Inquiry, Pathways to Learning, Inquiry Structure, and Inquiry Descriptions.

NPASS2 – National Partnerships for After School Science –includesbestpracticesforafterschoolsciencefor scienceproject leadersalongwithmanyotherinformalscienceeducationresourcesandprofessionaldevelopment toolsforOST.NPASS2isledbytheCenterforScienceEducationatEDC.Availableathttp://npass2.edc.org/.

Providing Youth Authentic Opportunities to Practice and Share 4-H Science Abilities4-H Science 101 – this training guide provides four hours of activities that will help introduce your staffand participants to the development, delivery, and assessment of 4-H Science programs. Available athttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

4-H Service Learning Curriculum – includes curriculuminformation,additionalresources,andalinktopurchasethethree-bookservice-learningseries.Availableathttp://new.4-hcurriculum.org/projects/servicelearning/.

4-H There’s No New Water! Curriculum Page –includesinformationandadditionalresourcesonservice-learning andYouth-AdultPartnerships.Availableathttp://www.4-h.org/resource-library/curriculum/4-h-theres-no-new-water/service-learning/.

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Citizen Scientist Opportunities – the following websites are representative of the increasing opportunitiesforyouthandotherstoparticipateascitizenscientists–recordingandsharingdatawiththegreaterscientific community.AdatabaseofCitizenScientistopportunities,searchablebysubject, isavailableathttp://science-forcitizens.net/.

Community Collaborative Rain, Hail and Snow Network - http://cocorahs.org/. Cornell Lab of Ornithology - http://www.birds.cornell.edu/citsci/. NASA Science - http://science.nasa.gov/citizen-scientists/. Project BudBurst - http://www.neoninc.org/budburst/index.php.

National Service-Learning Clearinghouse – a wealth of information and resources on service-learning and exemplaryservice-learningprograms.Includesprofessionaldevelopment(conferencesandwebinars)andgrantopportunities.Availableathttp://www.servicelearning.org/.Asitedesignedforyouthisavailableathttp://www.servicelearning.org/youthsite.

School Gardening: Best Practices –aguidedevelopedaspartoftheLouisiana4-HSeedsofServiceSchool GardeningProgramwithsuggestedpracticesforstartingandmaintainingyouthgardeningprograms.Availableat http://www.ext.colostate.edu/4_h/school-garden.pdf.

Training Others to Deliver High Quality Science Programming4-H Science 101 –thistrainingguideprovidesfourhoursofactivitiesthatwillhelpintroduceyourstaffand participants to the development, delivery and assessment of 4-H Science programs. Available athttp://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/.

4-H Science Professional Development Toolkit –anonlinesetofresourcesandtrainingactivitiestobeusedbyyouthdevelopmentprofessionalsandvolunteers topreparethemtosupport their4-HScienceprograms. Includessectionsonthe4-HScienceChecklist,4-HScienceCompetencies,ExperientialandInquiry-BasedLearning Methods in 4-H Science, Recruiting and Developing 4-H Science Content Rich Volunteers, Recruiting and DevelopingTraditionalVolunteersin4-HScience,ToolsandResourcesfor4-HScienceProfessionalDevelopment,andCommunitiesofPractice.Availableathttp://www.4-h.org/resource-library/professional-development-learn-ing/science-training-guides-resources/.

Afterschool Training Toolkit – research-basedpractices,sample lessons,videoexamples,andresourcestosupport academicenrichmentinafterschoolsettings.Availableathttp://www.sedl.org/afterschool/toolkits/index.html.

Guide to Professional Development of Out-of-School Science Activity Leaders – the tools provided here de-scribeamodelforhowtoengageOSTleadersinprofessionaldevelomentaroundSTEMactivitiesforyouth.ItdescribesOSTprogrammingwherescience is complementary towhathappens in school,and theactivitiesandprojectsusedwithyouthareaccessibletomostprogramleaders.Availableathttp://ltd.edc.org/resource-library/guide-professional-development-out-school-activity-leaders.

NPASS2 – National Partnerships for After School Science –includesbestpracticesforafterschoolsciencefor scienceprojectleadersalongwithmanyotherinformalscienceeducationresourcesandprofessionaldevelopment toolsforOST.NPASS2isledbytheCenterforScienceEducationatEDC.Availableathttp://npass2.edc.org/.The

196 Resources



http://cocorahs.org/

http://www.birds.cornell.edu/citsci/

http://science.nasa.gov/citizen-scientists/

http://www.neoninc.org/budburst/index.php

http://www.servicelearning.org/.



http://www.ext.colostate.edu/4_h/school-garden.pdf

http://www.4-h.org/uploadedFiles/Resource_Library/Professional_Development/Science/Training_Guides/4-H-Science-101.pdf






NPASS2AfterschoolSiteObservationFormandaScienceTrainerReflectionFormareavailableathttp://npass2.edc.org/forms-and-tools-data-collection-and-feedback.

PARTNERSHIPS, RESOURCE DEVELOPMENT, PROGRAM GROWTH AND SUSTAINABILITYPartnering with Afterschool Providers21st Century Community Learning Centers – thisprogram, through theDepartmentof Education, supportsthecreationofcommunitylearningcentersthatprovideacademicenrichmentopportunitiesduringnon-schoolhours for children,particularly studentswhoattendhigh-poverty and low-performing schools. Theprogramhelpsstudentsmeetstateandlocalstudentstandardsincoreacademicsubjects.Formoreinformation,includ-ing current grantees in your state, visit http://www2.ed.gov/programs/21stcclc/index.html.

Afterschool Alliance STEM Resources – theAfterschoolAlliance is thenation’s leading voice for afterschooland is dedicated to raising awareness of the importance of afterschool programs and advocating formore afterschool investments. The Afterschool Alliance works with policymakers across the country. Today the AfterschoolAllianceboastsmorethan25,000afterschoolprogrampartnersandtheirpublicationsreachmorethan65,000 individualseverymonth.STEMinfoandresourcesareavailableathttp://afterschoolalliance.org/STEM.cfm.

Coalition for Science After School – theCoalition isastrategicallianceof individualsandorganizationsfromSTEMeducation,youthdevelopment,andprogramsheldoutsideofschooltime.Theirmissionistocoordinateandmobilize community stakeholders to strengthenandexpandopportunities thatengageyoungpeople in afterschoolscience.Adirectoryofmembers,andseveralresourcesareavailableathttp://www.afterschoolscience.org/.

Frontiers in Urban Science Exploration Resource Guide – a resourceguideoffering strategies toadvance science educationinafterschoolprograms.Availableathttp://www.tascorp.org/content/document/detail/3040/.

Harvard Family Research Project OST Resources and Tools –since1983,theHarvardFamilyResearchProject(HFRP)hashelpedstakeholdersdevelopandevaluatestrategiestopromotethewellbeingofchildren,youth,families,andtheircommunities.Out-of-schooltimeprogrammingisoneofthreefocusareas,andawealthofOSTresourcesandtoolsareavailableathttp://www.hfrp.org/out-of-school-time.

NPASS2 – National Partnerships for After School Science –includesbestpracticesforafterschoolsciencefor scienceprojectleadersalongwithmanyotherinformalscienceeducationresourcesandprofessionaldevelopment toolsforOST.NPASS2isledbytheCenterforScienceEducationatEDC.Availableathttp://npass2.edc.org/.

Science in Afterschool Literature Review –areviewofafterschoolscienceeducationpractices(includinginquiryandprojectbasedlearning)andafterschoolscienceprogramsdevelopedforTheNationalPartnershipforQualityAfterschool Learning. Available at: http://www.sedl.org/afterschool/toolkits/science/pdf/SERVE%20Science%20in%20Afterschool%20Review.pdf.

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http://www2.ed.gov/programs/21stcclc/index.html

http://afterschoolalliance.org/

http://afterschoolalliance.org/




http://www.hfrp.org/out-of-school-time




Partnering with Summer Program ProvidersBuilding Quality in Summer Learning Programs: Approaches and Recommendations –identifiesthedifferentsettingsinwhichsummerprogramsfordisadvantagedyouthmostcommonlytakeplace–schools,parksandrecreationdepartments,community-andfaith-basedorganizations,andchild-careprograms–andexaminesthelimitationsandopportunitiespresentedbyeachinbuildingbetterprogramming.Availableathttp://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Docu-ments/Building-Quality-in-Summer-Learning-Programs.pdf.

Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth –summarizesfindingsfromanextensiveliteraturereviewthatwasconductedtoidentify the most promising models and approaches for meeting the needs of low-income children, youth, and familiesduringthesummermonths.Availableathttp://www.wallacefoundation.org/knowledge-center/summer-and-extended-learning-time/summer-learning/Documents/Effective-and-Promising-Summer-Learning-Programs.pdf.

National Summer Learning Association –theNationalSummerLearningAssociationservesasanetworkhubfor thousands of summer learning program providers and stakeholders across the country, providing tools, resources, andexpertise to improveprogramquality, generate support, and increaseyouthaccessand participation. The association offers professional development, quality assessment and evaluation, and bestpracticesdissemination.Availableathttp://www.summerlearning.org/.

Partnering with City Government and City Parks and RecreationNational Recreation and Park Association -NRPAistheleadingadvocacyorganizationdedicatedtothe advancementofpublicparksandrecreationopportunities,http://www.nrpa.org/.NationalandstateaffiliatesofNRPA are available at http://www.nrpa.org/stateassociations/.

National League of Cities’ Institute for Youth, Education and Families - includesinformationontheirafterschoolandyouthdevelopmentinitiatives.TheInstitute,aspecialentitywithintheNationalLeagueofCities(NLC),helpsmunicipalleaderstakeactiononbehalfofthechildren,youth,andfamiliesintheircommunities.Availableathttp://www.nlc.org/iyef/.Severalrelevantpublicationsmaybefoundathttp://www.nlc.org/find-city-solutions/iyef/afterschool (under tools and resources tab) and http://www.nlc.org/find-city-solutions/iyef/youth-civic-en-gagement (under tools and resources tab).

Partnering with Colleges and Universities and Campus-Based ScientistsEducational Opportunity Fund (EOF) – The New Jersey EOF is one of the nation’smost comprehensive and successful state-supported efforts to provide access to higher education for economically and educationally disadvantagedstudents.TheEOFassists low-incomeresidentswhoarecapableandmotivatedbut lackade-quatepreparationforcollegestudy.Helpingstudentssucceedandgraduate,theEOFsupportsawidearrayof campus-basedoutreachandsupportservicesatinstitutions.Availableathttp://www.nj.gov/highereducation/EOF/.

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http://www.summerlearning.org/

http://www.nrpa.org/stateassociations/

http://www.nlc.org/iyef/





http://www.nj.gov/highereducation/EOF/

Partnering with Science Centers and MuseumsAssociation of Science-Technology Centers – anorganizationof science centers andmuseumsdedicated to furthering public engagement with science among increasingly diverse audiences. For informal learning publicationsandprofessionaldevelopmentopportunities,ortofindasciencecenternearyou,visithttp://www.astc.org/index.htm.Forinformationspecifictoyouthinvolvementinsciencecenters,seehttp://www.astc.org/resource/youth/index.htm.

Designing Partnerships Between Science Centers and After-School Programs: Lessons from Design It! Engineering in After School Programs – this document introduces informal science educators to a new partnershipmodel based on lessons learned during a 3-year national pilot project to support collaboration betweensixurbansciencecentersandover30community-basedafterschoolprograms.Thecollaborationtested and refined an innovative curriculum challenging children to building working models of small functional machinesandtoysandtopracticecrucialelementsofthedesignprocess.Availableathttp://www.eric.ed.gov/.

State Level Practices to Support Urban ProgrammingUrban Extension Conference -thisbi-annualconference,sponsoredbythenorthcentralregion,targets CooperativeExtensionstaffwhoworkinurbancommunities.Participantsbuildstrategicpartnerships,identifystrategiestoenhancetheresourcebaseforurbanprogramming,capturebestpracticesofurbanExtension,andexploreemergingissues.Availableathttp://www.dce.k-state.edu/conf/urban-extension/.

STAFFING, RECOGNITION, AND MARKETINGStaffing with Content Rich Volunteers4-H Science Professional Development Toolkit – an online set of resources and training activities to beusedbyyouthdevelopmentprofessionalsandvolunteers toprepare themtosupport their4-HSciencepro-grams. Includes a section on Recruiting and Developing 4-H Science Content Rich Volunteers. Available athttp://www.4-h.org/Professional-Development/Content/Science/Implementation/Recruiting-and-Developing-Volunteers/.

Staffing with AmeriCorps MembersAmeriCorps Program – tolearnmoreabouttheAmeriCorpsprogram,currentgrantees(potentialpartners),orto apply, visit www.americorps.gov.

Staffing with Teenagers and Teens as Cross-Age TeachersCreating Youth-Adult Partnerships: Training Curricula for Youth, Adults and Youth-Adult Teams – leads youth andadultsnewtogroupfacilitationandtoyouth-adultpartnershipsthrougha6-8hourtrainingthatbuildstheircapacitytoworktogetherintruecollaboration.The156-pagestep-by-stepcurriculumincludesdetailedscripts,activities,andevaluationmaterials.Availableathttp://www.theinnovationcenter.org/store/87.

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http://www.eric.ed.gov/

http://www.4-h.org/resource-library/professional-development-learning/science-training-guides-resources/training-guides/default.aspx?id=3097



www.americorps.gov

http://www.theinnovationcenter.org/store/87

200 Resources

Engaging Older Youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time –includesinformationonkeepingyouthengagedovertime,developmentaldifferencesbetweenmiddleschool andhigh school programs, city-level supports to promote and sustain participation, and keyfindingsandimplications.Availableathttp://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAr-easofFocus/Out-Of-SchoolLearning/Pages/engaging-older-youth-city-level-strategies-support-sustained-partici-pation-out-of-school-time.aspx.

Teens as Volunteer Leaders: Recruiting and Training Teens to Work with Younger Youth in After-School Programs – includes information on the elements of teens as volunteer leaders, teen recruitment, mentorandafterschoolprogramrecruitment,projectorientation,training,recognizingprogramparticipants,andpro-moting4-Hafterschool.Oneof several4-HAfterschoolResourceGuidesavailableathttp://www.scribd.com/doc/102794559/As-TeenVolunteers-1.

Recognizing Youth and Showcasing Programmatic EffortsNational 4-H Recognition Model – themodel,includingfivetypesofrecognitionandsuggestionsforapplyingthemodel,isavailableathttp://www.national4-Hheadquarters.gov/library/4h_recmo.pdf.

Marketing and Branding 4-H Science in Urban Communities4-H Name and Emblem –afactsheetontheproperuseofthe4-HNameandEmblem.Availableathttp://www.national4-hheadquarters.gov/library/4-Hguidelines-v4-26-04.pdf.

4-H National Youth Science Day –siteincludesathree-monthplanningtimeline,customizableflyers,newspaperandwebbanneradsandevenanNYSDgraphicforyourFacebookpage.Getstartedwiththe4-HNationalYouthScienceDayeventplanningtimeline,andabriefoverviewofhowtomakethemostofthematerialsinthekit.Available at http://www.4-h.org/4-h-national-youth-science-day/nysdhome.aspx.

4-H Promotional Toolkit –anonlinesetofresourcesincludingthe4-HSciencePSACampaign(OneMillionNewScientists.OneMillionNewIdeas.™).Availableathttp://www.4-h.org/resource-library/promotional-toolkits/.

4-H Science YEAK and Implementation Study Brochures –Availableatthe4-HScienceResearchpagehttp://www.4-h.org/about/youth-development-research/science-program-research/.

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http://www.national4-Hheadquarters.gov/library/4h_recmo.pdf




http://www.4-h.org/resource-library/promotional-toolkits/

http://www.4-h.org/about/youth-development-research/science-program-research

http://www.4-h.org/about/youth-development-research/science-program-research

Photo credits: Front Cover:(lefttoright,toprow)SherylNolen,GregoryKoep,ChadRipberger,WayneJohnson,AdventureCentral,GregoryKoep,MarianneBird;(lefttoright,bottomrow)Thanksgiving Point,AmandaStapp,TalyaSt.Cyr,AmandaStapp,PhilsonWarner,JackieDavis-Manigaulte,JoyceStrand;Opposite Credits:AdventureCentral;Opposite Table of Contents:NickRomanenko; Introduction: WayneJohnson,AmandaStapp,SherylNolen;4-H Science Program Design – 4-H Science Checklist:ChadRipberger,ChadRipberger,ThanksgivingPoint; Inquiry Based Learning Approaches:ChadRipberger,MarianneBird,MarianneBird; Authentic Opportunities to Practice and Share 4-H Science Abilities:ChadRipberger,ChadRipberger,PhilsonWarner;Training Others to Deliver High Quality Science Programming:JackieDavis-Manigaulte,ChadRipberger,JaniceMcDonnell,ChadRipberger,BethRasaEdwards,BethRasaEdwards,JaniceMcDonnell; Overarching Principles for Sustainable Partnerships:ChadRipberger,SherylNolen;PartneringwithAfterschoolProviders:AmandaStapp,ChadRipberger,ChadRipberger,ThanksgivingPoint; Partnering with Summer Program Providers:ThanksgivingPoint,MarianneBird,AdventureCentral;Partnering with City Government and City Parks and Recreation: Chad Ripberger, Chad Ripberger, LucindaRandolph-Benjamin;Partnering with Colleges and Universities and Campus-Based Scientists: ChadRipberger (all);Partnering with Science Centers and Museums: ThanksgivingPoint,ChadRipberger;State Level Practices to Advance Urban Programming:AmandaStapp,MichaelSchoenfeld,MetaraAustin; Staffing with Content Rich Volunteers:Kimberly Burgess,MetaraAustin,ChadRipberger;Staffing with AmeriCorps Members:AdventureCentral(all);Staffing with Teenagers and Teens as Cross-Age Teachers:MarianneBird,Marianne Bird,ChadRipberger,MichaelSchoenfeld;Recognizing Youth and Showcasing Programmatic Efforts:JoyceStrand,ChadRipberger,ChadRipberger;Marketing and Branding 4-H in Urban Communities:ChadRipberger (all);4-H in the Corridor STEM Initiative:ConnieWier, JenniferHarris, JenniferHarris;4-H on the Wild Side:MarianneBird(all);4-H SLO Scientists: Judy Neuhauser,JulieFallon,RichardEnfield,RichardEnfield;Adventure Central:AdventureCentral,JodiMiller,AdventureCentral,AdventureCentral,KimCatchpole;Union County 4-H Summer Science Program: Gregory Koep, JimNichnadowicz,JimNichnadowicz,Gregory Koep;Youth Wetlands Education and Outreach Program:BetsyBrien,MarkRichards,CarolFranze,Hilary Collis;4-HSETAfterschoolProgram:SherylNolen(all);Big Urban Woods 4-H Club:JoyceStrand,JoyceStrand,TalyaSt.Cyr,KristinaAlviz;CAUSE-College Achievement through Urban Science Education:AlexKudryavtsev,AlexKudryavtsev,JackieDavis-Manigaulte;Ready? Get SET to Explore Forensics!:MetaraAustin,MetaraAustin,AmandaOutlaw;Resources:LucindaRandolph- Benjamin,MarianneBird,ChadRipberger,ChadRipberger;Back Cover:(lefttoright,toprow)CarolFranze,ChadRipberger,JudyNeuhauser,ChadRipberger,AmandaStapp,MarianneBird, ChadRipberger;(lefttoright,bottomrow)MarianneBird,MichaelSchoenfeld,SherylNolen,JoyceStrand,ChadRipberger(remaining)