Introduction

Before you begin reading this chapter, click on the link below to watch a YouTube video that provides a glimpse into the transformative potential created through 4-H learning experiences.

“Join the Revolution of Responsibility”

https://www.youtube.com/watch?v=WC90-fGzGuo&feature=emb_logo

Source: 4-H

Today’s middle and high school students have a great many options when considering how to spend their time away from school. Typical extracurricular activities include organized sports, fine arts, hobby clubs, vol­unteering, and jobs. Many students focus on one or two out-of-school interests while others may dabble in multiple activities. However, it would be unusual for a student to be able to invest time in interests as diverse as GIS mapping, Photography, Livestock exhibition, Public speaking, Pet care, Nutrition, Fitness training and, to be able to do all of these things under the umbrella of one organization that accommodates both tradi­tional and nontraditional learning environments. Yet, this is exactly what’s possible through 4-H, one of the oldest and largest extracurricular programs for youth in America. Originally developed for youth living in rural sectors dominated by farm and agriculture-related economies, 21st century 4-H is structured to provide young people – no matter where they live – with a wide variety of enhanced learning activities that prepare “young people to step up to the challenges in their workplace, community, and the world” (www.4-H.org, National 4-H Website, 2013). 4-H learning activities are project-based and rooted in the categories of science, citizenship, and healthy living. Many 4-H programs are closely connected or aligned with family and consum­er sciences content and, thus, lend themselves well to classroom adaptation.

Key Terms to Know

4-H Extension

Positive Youth Development

Experiential

Inquiry-Based

Hands-On

Active Learning

Goal-Directed

Citizenship

Healthy Living

Science

Overview

Background Information

The roots of 4-H can be traced to the late 1800s and the land-grant university system. Established by the Morrill Act of 1862, the law allowed for the sale of public lands (“granted” to each state by the federal government) for the sole purpose of using the proceeds to establish or finance existing public institutions of higher learning that would, in turn, meet the practical education needs of a rapidly expanding nation. Morrill and his colleagues crafted and pushed this act (and others, such as the Homestead Act and Pacific Railway Act, also in 1862) in recognition of the unique nation-building challenges faced by the United States:

1. Abundant land and natural resources which were nonetheless essentially wild and undevel­oped as well as largely inaccessible and, thus, unsettled and difficult to defend.
2. A relatively uneducated workforce.

• Higher education (usually classical or profes­sional studies at private institutions such as Harvard or Yale) was generally a privilege of the wealthy classes.
• Dearth of practical knowledge and training in farming and other industries.

As a result of the Morrill Act, each state eventually had a land-grant college or university which offered baccalaureate degrees in agriculture and mechani­cal arts (for example, engineering) as well as more traditional classical disciplines and in addition oth­er, newer disciplines of study (for example, domestic science or home economics).

As the late 19th century approached, the connec­tion between the land grant schools and agricultural producers became more intentional through com­munity education programs (for example farmers’ institutes) initiated by land grant faculty. These early efforts to educate and persuade farmers to adopt the advances in agricultural technology being generated by the land grant schools also revealed a need to prepare and motivate the next generation of agricultural producers — the children of farming families.

The goal of fostering continued interest and efficacy for rural life among youth was realized through organizations such as “corn clubs” or “tomato clubs.” Clubs often were organized through rural schools and were led by teachers or other adult volunteers from the community.

When Cooperative Extension was codified into federal law through the passage of the Smith-Lever Act of 1914, funding for rural outreach and education could be channeled through the resources of county Extension offices and educators — usually referred to as county Extension or demonstration agents. Agents then (and now) were charged to recruit, train, and support the adult volunteers to serve as 4-H club leaders. Club members would be led in small-scale projects that provided hands-on experience in growing food or other related activities associated with farming or rural life (for example, preserving food, making clothes, etc.). Eventually, this club structure became known as 4-H, ultimately symbolized by a four-leaf clover, with each leaf representing one of four “H”-themed values described in the 4-H Pledge:

I pledge my … Head to clearer thinking, my Heart to greater loyalty, my Hands to larger service, and my Health to better living for my club, my community, my country, and my world.”

If you would like to know more about the history of 4-H and also the history of its unique and highly recognizable emblem, follow these two links:

Iowa State University Extension and Outreach History of 4-H Website http://www.extension.iastate.edu/4h/page/history-4-h

National 4-H History Preservation Program Website http://4-hhistorypreservation.com/History/Clover/

The 4-H clover also symbolizes the 4-H organization’s historical commitment to comprehensive development, also referred to as “four-square education” (Iowa State University Extension and Outreach, 2013), incorporating

• Educational development.
• Fellowship development.
• Physical development.
• Moral development.

It’s important to acknowledge that 4-H is a true developmental model for the well-being of youth as well as the nation. The Head and Heart themes speak to stimulating intellectual and emotional growth while the Hands and Health themes address behavioral outcomes and the overarching purpose of the 4-H approach: preparing today’s youth to become tomorrow’s labor force, community volunteers, and public citizens.

Today, 4-H clubs continue to offer youth, both rural and urban, the opportunity to participate in agriculture-related activities such as raising animals (stock shows) and growing vegetables (Junior Master Gardeners). However, the opportunities for participation have expanded dramatically. Youth today also can experience 4-H through projects related to:

• Science Technology Engineering and Math (STEM)-related topics.
• Economics of clothing, food, and housing.
• Child development and family relations.
• Financial literacy.
• Health and wellness.
• Cooking skills and food safety.
• Environmental awareness.
• Housing.
• Public speaking.
• Artistic expression (photography, design, quilting, drama, costuming, filmmaking, music).

Research

The 4-H philosophy of providing youth with opportunities to actively and cooperatively explore the world (and the life skills needed to thrive in it) has its roots in established theoretical models for learning and development. Positive Youth Development (PYD) is a comprehensive framework for promoting adolescent health and well-being (for example, prevention and resiliency) through asset-building rather than deficit reduction. That is, rather than developing programs which highlight limitations and target risky behaviors to avoid, PYD posits that it is more effective to identify and promote strengths – positive traits, abilities, relationships, and communities. Specifically, PYD highlights the 5 Cs of competence, confidence, character, connection, and caring which, in turn, produce a sixth C — contribution (to oneself and others) (Samuel and Rose, 2011). Follow the link below to see how California 4-H defines and utilizes the 6 C’s to guide reflection and dialogue between youth and adult mentors.

University of California 4-H Youth Development Program Self-Reflection Skills http://4h.ucanr.edu/About/Thrive/Step-It-Up-2-Thrive/Self-Reflection_Skills/

Outside of 4-H/Extension, PYD is a popular model for other youth-serving organizations. Check out this link to a unique faith-based workforce development project located in Camden, New Jersey and consider how they use the 6 C’s to guide their mission:

Hopeworks, Thriving: What Adults Want for Youth http://www.hopeworks.org/mentoring/thriving-what-adults-want-for-youth/

Based on longitudinal research conducted by Dr. Richard Lerner and his colleagues at Tufts University (2012), 4-H youth have the following characteristics (compared to their peers):

• Attain higher academic achievement.
• Are more motivated to pursue higher education.
• Are more involved in contributing to their communities.

In addition, 4-H participation is associated with

• Lower incidence of substance use (drugs, alcohol, tobacco).
• Higher rates of exercise and physical activity.
• Delayed onset of sexual intercourse.

The Tufts 4-H study of PYD began in 2002 and has recently completed its reporting of Wave 8 of the study. Reports about each wave can be obtained on the National 4-H Website and also on the Website of the Institute for Applied Research in Youth Development at Tufts University.

4-H Positive Youth Development: Research Shows 4-H Helps Young People Excel Beyond Their Peers http://www.4-h.org/about/youth-development-research/positive-youth-development-study/

Tufts University Institute for Applied Research in Youth Development Website http://ase.tufts.edu/iaryd/about.htm

Rationale for Incorporating 4-H into the FCS Teaching Strategy

A family and consumer sciences teacher in the 21st century classroom will find 4-H to be a valuable partner for several reasons:

1. 4-H Credibility

As exemplified by the wide recognition and acceptance of the 4-H clover, 4-H programs have consistently been associated with high quality education produced through the scholarship of the land grant university system and delivered by professional Extension educators and trained adult volunteers. All 4-H curricula must be research-based, piloted, and peer reviewed. While 4-H programs have evolved and expanded to meet the interests of both rural and urban youth and also to reflect scientific and technological innovations in agriculture, human sciences, and beyond, the 4-H commitment to developing the future citizen leaders has endured and been strengthened.

2. 4-H as a Model for Learning

With PYD as the guiding framework, 4-H programs are developed to reflect a “learning by doing” philosophy, with the adult leader as a facilitator and co-learner, rather than a teacher. Utilizing a constructivist approach, 4-H curricula should be

• Developmentally appropriate (audience, content, delivery context).
• Diverse and inclusive.
• Goal-directed and learner-centered.
• Based on experiential learning model (see figure and link below).
• Research-based and consistent with scientific methods.
• Based on educational standards for learning design.

Follow this link from Florida Extension to learn more about how and why the 5-step Experiential Model is a good fit for the 4-H “learning by doing” philosophy. http://florida4h.org/clubs/files/101.10_Using_Experiential_Learning_Model.pdf

3. 4-H as Career Preparation

With its foundation rooted in the needs of America’s farming families, 4-H clubs were developed not only to enrich the lives of rural youth with projects and activities that complemented where and how they lived but also to develop the next generation of agricultural producers. Club activities and projects were designed to be fun and educational, of course, but also to be relevant and useful in preparing young people to take their place in the labor force. As the American landscape has slowly shifted to one where most of the population live in urban settings rather than rural, and ownership of agricultural production has shifted from individual families to corporate entities, 4-H likewise has adapted to prepare youth for different higher education and workforce opportunities.

State 4-H organizations today work closely with 4-H educators and specialists on land-grant university campuses to develop and modify 4-H programs and projects to include career exploration and preparation components. Below is an image from a program in which the University of Nebraska–Lincoln Extension partners with the Nebraska Department of Education to provide a framework for guiding youth in entrepreneurship and employment. Take note of how the framework integrates the 16 Career Clusters® identified by the Career Technical Education (CTE) Consortium (http://www.careertech.org/career-clusters/glance/careerclusters.html).

4-H Resources

Because 4-H is a nationwide educational outreach affiliated with Cooperative Extension, it is able to offer high quality yet affordable curricula and learning materials. Through 4-H (either the national organization or through different state 4-H programs), educators have access to material that can be adapted for different age groups and different learning environments (in-school and out-of-school).

The national 4-H organization provides a comprehensive guide to curriculum development on its national Website, where curriculum is defined as “the sum total of all intentional learning experiences” (National 4-H Website, 2013). 4-H also provides educators the opportunity to have original curriculum submitted for peer review and publication.

4-H Curriculum Development Website http://www.4-h.org/resource-library/curriculum/development/develop/

In addition to looking at the national 4-H website, consider visiting different state 4-H Websites. Some states are particularly active in developing 4-H curriculum and have a lot to offer classroom teachers looking for innovative enrichment or enhancement activities.

The framework provides context for 4-H club activities and individual or team projects and contests which directly link the 4-H learning experience to possible careers. For example:

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Using 4-H in the FCS Classroom

Factors to Consider When Selecting 4-H as a Learning Strategy

It is important for FCS teachers to understand what 4-H programs offer to enrich student learning in the classroom, and it is equally important to understand what its limitations may be. In terms of practicality, 4-H is primarily and practically of most benefit to teachers when used as an enhancement to traditional in-school instruction. Most 4-H curricula and projects are not designed to require daily face time between teachers and students or to be constrained by academic grading periods and standardized assessment procedures. As enrichment or reinforcement, however, 4-H methods and programs offer teachers valuable flexibility.

1. 4-H and Student Needs

The 4-H mission generally is enacted in after-school time and space, but it is always intended to be in sync with what youth experience in school and during the school day. As such, 4-H programs are expected to be inclusive – to reflect the belief that all children (those with special needs and those without special needs) can participate, learn, and complete projects that develop valuable life skills, and do so together in the same environment (for example “mainstreaming”). The link below, published in 1994 by Rutgers Cooperative Extension in New Jersey is a good summation of the 4-H expectations for adult leaders regarding the involvement of special needs youth in 4-H programs.

Rutgers Cooperative Extension Leader training Series: 4-H for Youth With Special Needs http://www.4-h.org/images/volunteer/VolunteerResources/4-H%20Youth%20with%20Special%20Needs.pdf

Beyond that, 4-H programs and curriculum also provide teachers and adult leaders with material that is highly adaptable to a wide variety of learning styles. With its core philosophy of “learning by doing,” 4-H may first be thought of as best suited for children who rely on a kinesthetic or tactile learning style (Schulz 2012). However, most 4-H projects lend themselves well to incorporating auditory, visual, and tactile learning activities, even when the 4-H program is taking place in a multiple learner and multiple group setting. It does require, however, that the teacher or facilitator be trained to recognize different learning styles and prepared to modify curriculum components as appropriate.

Like any teaching activity, 4-H programs and projects are most successful when the adult instructors or facilitators have planned and prepared thoroughly for each lesson. Resources are available to assist the leader or instructor in meeting the goals of the program or activity. Of course, family and consumer sciences classroom teachers have access to space, seating, and other equipment available through their schools. However, county Extension agents often have other resources, facilities, and expertise that can enhance the family and consumer sciences student’s learning experience. Extension agents can link teachers and classes to unique field experiences, including

• Parenting classes
• Child care centers
• Child caregiver training
• Healthy cooking and nutrition classes
• Food banks
• Financial literacy classes
• Respite care and education for adult caregivers, and so on

In addition, educators have access to the most obvious “field” experience – visiting local growers and farmers’ markets when teaching students about food and nutrition. The potential for learning collaboration between Extension agents and family and consumer sciences educators is rich and requires little more than the desire and effort to reach out, communicate, and build a good working relationship.

“I pledge my … Head to clearer thinking, my Heart to greater loyalty, my Hands to larger service, and my Health to better living for my club, my community, my country, and my world.”

Take a moment and go back to the beginning of this chapter to refresh your memory about the 4-H Pledge and the companion “four-square education” goals for 4-H programs (educational, fellowship, physical, and moral development). Hopefully it is apparent by now that 4-H is a comprehensive strategy for actively promoting the wellbeing of the whole child but also the wellbeing of society. Healthy, thriving communities are made up of healthy, thriving individual citizens.

Thus, while 4-H members are presented with many ways to learn and grow in their academic, physical, emotional, and moral competencies, the expectation that these competencies are enacted in community with others is an ever-present theme and purpose. Club projects, as opposed to individual or team projects, generally revolve around a specific service project benefitting the local community. Club leaders collaborate with Extension agents and specialists to actively involve youth in identifying service partners whose needs are compatible with 4-H goals and the capacity of its members (and their families).

For family and consumer sciences classroom teachers, especially those who may live in smaller or isolated communities where appropriate service learning partners are not always systematically identified and represented (for example under the umbrella of United Way or another comparable agency), family and consumer sciences extension agents and 4-H agents and specialists are an excellent connection to the community. Extension agents and administrators for each county work closely with county judges and other officials to identify community needs and develop strategies to meet those needs through education and service. A call to the county courthouse or county court of commissioners is usually a great place to start if you aren’t able to find local Extension contact information on the Internet.

Please view the You Tube videos below to get an idea of how organized service has been enacted by 4-H clubs and organizations.

“Siskiyou County Hi 4-H Service Learning Projects” (California)

https://www.youtube.com/watch?v=EpQiKCqISAU&feature=emb_logo

Source: University of California 4-H Youth Development Progam

“Perkins 4-H Community Service: Mission of Hope” (Oklahoma)

https://www.youtube.com/watch?v=tK9iaHBTZ_M&feature=emb_logo

Source: Perkins4H

“One Day 4-H 2012 Video” (Texas)

https://www.youtube.com/watch?time_continue=1&v=P3ISQ9rwUG4&feature=emb_logo

Source: tx4h

“One Day 4-H: Official Music Video 2009” (Texas)

https://www.youtube.com/watch?v=1P2KwDEzj4Y&feature=emb_logo

Source: AgriLifeVideo

Examples of 4-H Projects and Programs

The Fantastic Foods 4-H Project is offered through the National 4-H Website under the Healthy Living/Health, Nutrition & Fitness program category [http://www.four-h.purdue.edu/foods/]. Developed by Pur­due University (Indiana’s land grant/Extension insti­tution), this project is a good example of a program that is adaptable for the family and consumer scienc­es classroom. Hard copy print materials are avail­able for purchase at the national 4-H Website (www.n4hccs.org). A highly interactive web-based project is also available, with links for youth (for example, recipes, food industry careers, kitchen safety, and so on), for the adult project helpers (for example, cur­riculum overview, scope and sequence, project ac­tivities, resources and background information), as well as information and guidelines for conducting a project exhibit or contest.

Eat4-Health is another 4-H project developed to equip teen health ambassadors to partner with ed­ucation and healthcare professionals in delivering community programs that engage youth in learning about healthy lifestyles. With resources and toolkits for both youth and adult mentors, the Eat4-Health project is particularly well-suited for family and con­sumer sciences courses that use service learning strategies. See http://www.4-h.org/youth-development-programs/kids-health/programming-resources/health-nutrition-fitness/eat4-health/

Evaluation

For family and consumer sciences teachers, one challenge to overcome when utilizing a 4-H program or curriculum is the issue of assessment, or evaluation. The national 4-H Website provides links to literature and logic models about evaluating program outcomes and, to a lesser extent, survey resources (see link and example below) that can be utilized as subjective measures of student learning and self-efficacy in a particular content area (e.g., science, healthy living/healthy eating, physical activity, community service, risk prevention, and so on). However, objective measures of knowledge or skill change (pre- and post-test) as a 4-H outcome – which would be similar to a classroom test or quiz – are scarce. An objective assessment, such as anthropomorphic measures of body mass index (BMI) or aerobic capacity, of outcomes from a healthy living project typically are limited to externally funded research projects which involve 4-H as an intervention or treatment condition. Nonetheless, experienced family and consumer sciences classroom teachers should have the training and ability to construct objective measures for most 4-H projects that they would be likely to adapt for their students. www.4-h.org/About-4-H/…/4-H-Common-Measures-Reference-Table.dwn.

Other evaluation resources that family and consumer sciences teachers may want to review when considering a 4-H program are listed below.

• Texas A&M University Extension Management Guide http://texas4-h.tamu.edu/files/2011/12/volunteers_management_guide.pdf
• Penn State University Extension Program Evaluation Tip Sheet Website http://extension.psu.edu/evaluation/
• Wisconsin 4-H: Evaluating 4-H Youth Development Programs, Measuring and Communicating Value Website http://www.uwex.edu/ces/4h/evaluation/purpose.cfm
• Rutgers University Extension Program Evaluation Resources http://njaes.rutgers.edu/evaluation/

Summary

Partnering with 4-H programs and Extension professionals opens many doors for family and consumer sciences teachers to explore a wide variety of creative learning experiences for their students. Whether through school day activities or leading a 4-H project or special interest club after school, family and consumer sciences teachers have access to curricula and programs that are philosophically compatible with preparing secondary students for higher education, for careers, and for life-long learning.

Check for Understanding

References

History of 4-H. (2013). Iowa State University Exten­sion and Outreach. Retrieved from http://www.extension.iastate.edu/4h/page/history-4-h

Institute for Applied Research in Youth Development. (2012). The positive development of youth: Report of the findings form the first eight years of the 4-H study of Positive Youth Development. National 4-H Council: Chevy Chase, MD.

National 4-H website. (2013). http://www.4-h.org.

Samuel, J., & Rose, P. (April, 2011). 4-H national headquarters fact sheet: Essential Elements. Retrieved from http://www.4-h.org/resource-li­brary/curriculum/development/develop/.

Schulz, J. (April, 2012). Understanding learning styles and incorporating kinesthetic/tactile learning into 4-H programming. Michigan State University Ex­tension.  Retrieved from http://msue.anr.msu.edu/news/understanding_learning_styles_and_incorporat­ing_kinesthetic_tactile_learnin.

Image Credits

[13-1] Table created and provided by authors via Microsoft Office. Data taken from http://www.4-h.org.