1. How 4-H Changes Lives Cathann A. Kress Director, Youth Development
National 4-H Headquarters, CSREES, USDA

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

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

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

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

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

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

8. Learning By Doing 1912, Marius Malgren, Hickory, VA
As our nation grew, public education was the cornerstone of this bold experiment in nation-building and 4-H connected youth to the universities and the research being conducted.
4-H became part of the larger effort on the part of the United States Department of Agriculture to connect citizens to rapidly developing advances in agricultural sciences and technology discovered by the Land-grant Universities. 4-H youth were often among the first to learn about the new scientific discoveries and related technologies and to apply them in real-world settings with their 4-H projects.
1912, Marius Malgren, Hickory, VA

9. Canning Clubs
Food Preservation

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

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

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

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

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

15. Two Types of Leadership
Essential Elements
Mission Mandates
Program Fidelity

16. Program Leadership in 4-H: Content/Context
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development

17. Content/Context & Delivery Methods within 4-H
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
School Enrichment

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

19. Content/Context in 4-H CONTENT School Enrichment
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
School Enrichment
High Content High Content High Context
Low Context High Context Low Content
Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

20. Content/Context and Life Skills
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
School Enrichment
High Content High Content High Context
Low Context High Context Low Content
Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

21. Content/Context and the Numbers
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
School Enrichment
3.5 million
Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

22. Content/Context and the Numbers
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
School Enrichment
3.5 million
400,000
400,000
Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

23. Content/Context and the Numbers
1.7 million
Belonging
Mastery
Independence
Generosity
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
School Enrichment
3.5 million
400,000
400,000
Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

24. Content/Context and Impact
EDUCATION
YOUTH DEVELOPMENT
Life Skills
1.7 million
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
3.5 million
400,000
400,000
Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

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

26. Comparative Reach Among National Youth Development Programs
4-H: 7 million
B&G Club: 3.7 million
Girl Scouts: 3.4 million
Boy Scouts: 3.1 million
Big Brothers Big Sisters: 250,000
Source: Organization’s website and Annual Report

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

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

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

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

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

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

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

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

35. www. national4-hheadquarters. gov www. 4husa
Cathann Kress Director, Youth Development National 4-H Headquarters CSREES, USDA