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U r b a n 4 - H Yo u t h D e v e l o p m e n t

Annual Impact Report

Learning

Leadership

Global Citizenship

Volume 7 2012-2013

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Minnesota Urban 4-H Youth Development Annual Impact Report

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Table of Contents
What Is Urban 4-H Youth Development?.......4 Thriving, Not Just Striving....................5 Signature Curricula.....6 Partners.6 Advancing the Field of Youth Development............7 Evaluation Results...8 Demographics....13

About this Report


This annual report presents the impacts and contributions of Minnesota Urban 4-H Youth Development. In collaboration with our partners, Urban 4-H reached 1,423 youth living in Ramsey and Hennepin counties with quality youth programs. We also reached 359 adults who were volunteers, paid program staff from other organizations, researchers, and administrators working in the fields of youth development and education through program support, workshops, presentations, and publications.

The 2012-2013 Urban Youth Development Team


Kari Buse, Interim Program Coordinator Becky Carlson, Community Program Specialist Erica Gates, M.A., Program Coordinator Megan Farka, Content Specialist Allie Jacox, Office Intern Jessica Jerney, M.Ed., Program Coordinator Krista Carlson, Promise Fellow Josey Landrieu, M.A., Extension Educator Nicholas Perez Larkins, Content Specialist Amie Mondl, Program Coordinator Lou Powers, M.Ed., Program Coordinator Emily Rence, Youth Site Coordinator, Mentoring Grant Jessica Russo, M.Ed., Extension Educator Kathryn Sharpe, M.A., Program Manager Joyce Strand-Vosler, M.Ed., Program Coordinator Kristi Stoltz, Summer Fair Coordinator Joanna Tzenis, M.A., Extension Educator

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Minnesota Urban 4-H Youth Development Annual Impact Report

W h a t i s U r b a n 4 - H Yo u t h D e v e l o p m e n t?
The Minnesota Urban Youth Development Office (Urban 4-H) works with and on behalf of youth living in Minneapolis, St. Paul, and the surrounding suburban and rural communities to measurably improve their learning and leadership through educational programs and applied research. The purpose of Urban 4-H is to contribute to the field of youth development by developing, piloting, and sharing successful models and methods of improving the learning and leadership of urban young people, particularly those youth who live in at-risk conditions. Our research-based programs are grounded in best practices.

Feature

Teen Power 4-H Club was 1 of 5 group recipients to win the Tenth MN Alliance with Youth Annual Red Wagon Award for their outstanding youth leadership and civic engagement throughout the state. http://mnyouth.net/files/RWA -2013-Read-About-theWinners..pdf [Note: The url has 2 periods before the pdf]

What We Do We support highquality, engaging programming for youth to drive their current and future success.
Urban 4-H works with youth, families, volunteers, interns, and partners to co-create out-of-school-time youth learning as well as professional development opportunities for adults working with young people. Our youth-led clubs and learning experiences are designed to infuse a sense of hope and expectation for their futures and a realization of personal power to positively influence themselves and those around them. With the support of trained, caring adults, Urban 4-H youth come to know themselves as life-long learners, leaders, and global citizens who are prepared to enter a 21st century workforce and can find success as responsible, caring individuals.

Minnesota Urban 4-H Youth Development Annual Impact Report

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Thriving, Not Just Sur viving


Yo u t h a r e B u i l d i n g S k i l l s a n d O v e r c o m i n g B a r r i e r s i n 4 - H
The critical issue that motivates our work is the need of all young people, but particularly those from lowincome communities, to learn how to overcome economic, educational, and social barriers in order to connect their skills and interests to possibilities for their futures. In this way, youth are able to build on their potential to author their own lives. Urban 4-H recognizes the importance of youth building skills relevant to success in the 21st century. 21st century learners must:

Think critically Communicate and collaborate across cultural, geographic, and other boundaries Lead utilizing the skills and talents of others 1 Understand how and what motivates them to learn

Urban 4-H provides intentional space for young people to understand their learning, discover their interests, develop focused skills, and then connect these skills and interests to future learning possibilities.

Urban 4-H youth overcome barriers to education.

We focus on self-directed learning, innovative leadership, and global citizenship as 21st century skills that help youth carve positive pathways.

Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. http://p21.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf

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Minnesota Urban 4-H Youth Development Annual Impact Report

Signature Curricula
Our signature curricula, Urban Youth Learn, Urban Youth Lead, and WeConnect, provide the foundations for Urban 4-H program development and support. Resources from our signature curricula are used by volunteers, interns, and partners to infuse concepts of learning, leadership, and global awareness into their clubs, in order to impact critical issues.

URBAN YOUTH LEARN


Guide to help youth program leaders create, strengthen, and advance youth programs.

URBAN YOUTH LEAD


Series of lessons in which youth connect their interests to future opportunities and set educational goals.

WECONNECT
Lessons that prepare youth to thrive in diverse settings by helping them understand their reactions to unfamiliar viewpoints, contexts, and situations.

O u r Pa r t n e r s
These organizations collaborated with or received training and support through a partnership with Urban 4-H.
Center for Democracy and Citizenship, Augsburg College Commonwealth Terrace Cooperative Housing Community Housing Development Corporation East Phillips Community and Cultural Center Emma Norton Services Hennepin County Libraries Land Stewardship Project Little Earth United Communities Minneapolis Foundation Minneapolis Public Schools (21st Century Community Learning Centers, Area Learning Centers, Minneapolis Kids, and Community Education) Minnesota Office of Higher EducationGet Ready Neighborhood House Neighborhood Learning Community Phyllis Wheatley Community Center Project for Pride in Living Riverton/Franklin Housing Cooperative City of St. Paul Sprockets St. Paul Parks and Recreation St. Paul Public Schools (21st Century Community Learning Centers and Community Education) University of Minnesota Business & Community Economic Development University of Minnesota STEM Education Center University of Minnesota Urban Research and Outreach/Engagement Center Urban Strategies - Heritage Park Youthprise

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A d v a n c i n g t h e F i e l d o f Yo u t h D e v e l o p m e n t
Demonstrating Impact and Improving Programs through Youth-Driven Evaluation National Urban Extension Conference, Kansas City, KS

Presentations

E Pluribus Unum: Creating a unified and diverse leadership group Youth and U Conference, St. Cloud, MN Engaging survival-based youth Youth and U Conference, St. Cloud, MN Program Planning for Success Minneapolis Kids Training, Minneapolis, MN Quality Youth Development: Strategies for Working with Urban Youth Master Gardener Training, Minneapolis MN Quality Youth Development: Strategies for Working with Urban Youth Minneapolis Kids Training, Minneapolis, MN Strong Impact Reporting: A Model for Capacity Building American Evaluation Association National Conference, Minneapolis, MN Summer Youth Planning Team Saint Paul Community Education, Saint Paul, MN Urban Youth Development Office: Organic Partnership Approach University Research Outreach and Engagement Center, Minneapolis, MN Youth as Learning Partners Driven to Discover Citizen Scientist Training, Bethel, MN Youth as Teachers: An Internship Mentoring Model National 4-H Grantee Training and Orientation, Chevy Chase, MD Youth Life Goals and Program Participation (Poster) Society for Research on Child Development, Seattle, WA Youth Participatory Evaluation: Creating Space for Understanding and Action Sprockets Annual Conference, Saint Paul, MN Youth Voices in Evaluation International Conference on Learning, Rhodes, Greece Youth Voice in Program Evaluation: Urban 4-H Youth Assessing their Learning and the Learning Environment American Evaluation Association Annual Conference, Minneapolis, MN Latino Youth as Agents: Navigating After School Programs as Educational Settings National Afterschool Association National Conference, Saint Louis MO Landrieu, J. (2013, June 26). Stories of diversity and inclusion. [Web log post]. http://blog.lib.umn.edu/ extyouth/insight/2013/06/ Landrieu, J. (2012, October 17). Top 10 ways to engage diverse communities. [Web log post]. http:// blog.lib.umn.edu/extyouth/insight/2012/10/ Landrieu, J. (2012). Minnesota 4-H Volunteer Screening Evaluation Report. University of Minnesota Center for Youth Development. Landrieu, J. (2012). Minnesota 4-H Youth Teach Youth: Teen Teachers Evaluation Report. University of Minnesota Center for Youth Development. Russo, J. P. (2013, July 24). To narrow the achievement gap, don't forget to play. [Web log post]. http:// blog.lib.umn.edu/extyouth/insight/2013/07/ Russo, J. P. (2013, January 9). They're thriving in the program, but do they have goals beyond it? [Web log post]. http://blog.lib.umn.edu/extyouth/insight/2013/01/ Russo, J. P. (2012, September 12). Opening doors with a global mindset. [Web log post]. http:// blog.lib.umn.edu/extyouth/insight/2012/09/ Skuza, A., Tzenis, J., Russo, J.P. (2012). The Minnesota children, youth, and families at risk project impact report. St. Paul: University of Minnesota. Tzenis, J. (2013, May 15). Reaching new youth audiences through partnerships. [Web log post]. http:// blog.lib.umn.edu/extyouth/insight/2013/05/

Publications

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Minnesota Urban 4-H Youth Development Annual Impact Report

2 0 1 2 - 2 0 1 3 E v a l u a t i o n Re s u l t s
Minnesota Urban 4-H Youth Development administered an evaluation focused on the learning that occurs in youth development programs. This two -part evaluation utilizes a fourcomponent survey on learning environments, and phenomenological essays (youth -written essays on the experience of learning). Together, these methods reveal the nature of the learning environment and the experience of learning in youth development programs by capturing the often absent voice of youth.

The Learning Environment


Research shows that the most powerful learning environments are intentionally youth-centered, knowledge-centered, assessment-centered, and community-centered. Below is a summary of how 170 youth across 25 Hennepin and Ramsey 4-H clubs felt these elements were incorporated into the learning environment.

Grades 4-12 Learning Environment Survey Results


Never True Sometimes True Mostly and Always True

Youth-Centered
Powerful learning environments are set up to make youth feel welcomed and important, to respond to youth needs and 13.64% interests, and to allow room for youth to contribute and practice leadership. 43.18% Indicators of a youth-centered environment: Youth indicate43.18% a sense of belonging to the club. Participants feel that club leaders know them. Youth have the opportunity to make friends outside their typical peer group. Youth play a role in planning.

78.26% of youth indicated mostly or always true

Knowledge-Centered
Intentional learning environments make clear to youth that their learning is central. The learning has a clear focus that not only teaches specific content, but also builds skills and competencies that can be applied in other areas of life. Indicators of a knowledge-centered environment: Youth feel good about what they have done in their club. Youth have completed a project or presentation. Youth indicate the adult facilitator as skilled at helping them learn. Youth understand the goal of the club as being to teach new knowledge and help youth gain and practice skills.

87.87% of youth indicated mostly or always true

McLaughlin, M.W. (2000). Community counts: How youth organizations matter for youth development. Washington, DC: Public Education Network.

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Grades 4-12 Learning Environment Survey Results Continued


Never True Sometimes True Mostly and Always True

Assessment-Centered
Quality learning environments make sure that youth understand how and what they are learning by providing constant opportunity for feedback and reflection.

13.64%
Indicators of an assessment-centered environment: Participants receive feedback and recognition for their contributions. 43.18% Youth feel their voice is valued. Youth feel that progress is important not just to themselves, but to the others in their club.
77.77% of youth indicated mostly or always true

43.18%

Community-Centered
Learning environments are places where youth can feel comfortable and safe to be themselves, build trusting relationships, feel a sense of ownership and responsibility, and positively connect to their communities. Indicators of a community-centered environment: Youth feel comfortable and free to be themselves. Youth have positive relationships with each other. Youth have learned more about their community as a result of being involved in their club.
82.04% of youth indicated mostly or always true

Youth are Experiencing a Quality Learning Environment


After three years of surveying youth on the learning environment they experience in 4 -H, the data shows improvements in 4-H clubs. Youth consistently report a sense of belonging, accomplishment, and community in their club, where they have opportunities to contribute, receive feedback, and be recognized. This improvement can be attributed, in part, to the focus on building a culture of continual improvement, increased support in focused areas, and higher expectations of club leaders.

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Minnesota Urban 4-H Youth Development Annual Impact Report

Youth Learning
Essays serve as a tool to capture youth voice and as a way for young people to describe their learning experiences. For this part of the evaluation, four themes were drawn from 142 essays written by youth who participated in Urban 4-H clubs across Hennepin and Ramsey counties.

Challenging approaches to learning and meaningful leadership opportunities help youth develop their passions and realize their potential.
Working on a project together also gives youth a sense of pride and accomplishment that fuels their interest in doing more.

I learned how to be a good leader by gaining leadership roles in my club. I have become more confident and able to voice my ideas outside of my club. 11th grade female

I have learned so many social skills and how to interact with my community and the world. I always feel so involved and happy with the group. It will help me in the long run and in my future encounters in life. 7th grade female

We were pushed to work as hard and as much as we can handle. I hated doing this in the beginning however it honestly turned out to be worth it and a fun experience at the end. When we went on to state to perform, all the great welcomes made me so happy and I couldnt help but smile. It helped me realize my passion for dance. 9th grade female

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The freedom to play with ideas and think creatively animates youth curiosity, developing real-life skills.
These skills become more meaningful for youth when they can apply them to other aspects of life.
One of the activities that we did one night was cake decorating.but there was no instruction for this activity. We had to be creative and imaginative. I was really excited to get to decide what to create and how to be artsy. The learning was nice and we got to learn to use different tools. I would love to do it again. 8th grade female

I feel like I want to be in this class forever because I learned how to be creative and edit stuff. 6th grade female

When working together, youth build a community of support where they feel welcomed and are able to develop respect for the ideas of others.
Youth develop a supportive environment by engaging in meaningful dialogue where they feel heard and carefully consider other voices.
In this program, I am able to express my ideas for the group and help others grow and learn. It is also a good thing to hear of the other kids when they are in a right mood to share and be part of the discussion.We all came together to accomplish a goal and listen to someones activity for that meeting. 11th grade female I have learned many things especially to listen and give ideas. I share many thoughts with the group, and they pay full attention to my ideas. It was really good to get some ideas from the others and make activities better. I also liked the different viewpoints of others because I have learned valuable skills. 8th grade female

I learned not to be shy and expressed my ideas and myself. I think my future will be wonderful and I will be more confident. Grade unknown, female

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Minnesota Urban 4-H Youth Development Annual Impact Report

Youth develop empathy for others and confidence in themselves when they explore their values and understand the impact they can have in the world.
Connecting global challenges to their everyday lives inspires youth to become allies with others facing hardships.

I learned being responsible by helping out one another. I also learned helping others makes you feel proud of yourself and know who you are. 6th grade female

.I have developed my own philosophy of life and I discovered my potential. My 4-H club has allowed me to explore and create things that I truly care about. 12th grade female

I learned that people can wear anything they want and not to pick on peopleto be nice and respectful. Let them feel good because I can wear anything I want to wear and no one can pick on me for what I feel comfortable in. 6th grade male

I learned how to do a service project, incorporate people with disabilities and different ways of learning. We are working on the effects of things and tobacco on teens. It was a nice experience doing research, writing an action plan and carrying out all of the activities.... 12th grade female

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Demographics
IDENTITIES
of Urban 4-H Youth
(based on race/ethnic categories)

5%
Regional Comparison
Youth population of Hennepin and Ramsey Counties More than one race Native American Asian Black/African American White Hispanic/Latino Total population in both counties 3% .2% 11% 17% 58% 11% 426,393

More than one Race

7%
Native American

10%
Asian

32%
Black/ African American

42%
White

4%
No Report

81% Non-His/Latino

19% His/Latino

Total Youth Participants: 1,423

GRADE
of Youth Participants

33%
Minneapolis

40%
Saint Paul

17%
Suburban Hennepin

10%
Suburban Ramsey

ZIP CODE
of Youth Participants

6%
Native American

6%
Asian

23%
Black/ African American

63%
White

4%
No Report

IDENTITIES
of Urban 4-H Adults
(based on race/ethnic categories)

96% Non-His/Latino

4% His/Latino

Total Adult Participants: 359

Minnesota Urban 4-H Youth Development Annual Impact Report

LEARNING

LEADERSHIP

GLOBAL CITIZENSHIP

90 Coffey Hall, 1420 Eckles Ave. St. Paul, MN 55108

Urban Youth Development Office

urbanyd@umn.edu (612) 624-7626 http://z.umn.edu/urbanyd

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