4-H Youth Development Program

CaliforniaState of the 4-H SET Initiative

October 2, 20124-H SET Leadership Team

Steven Worker, Martin Smith, Lynn Schmitt-McQuitty, Andrea Ambrose

4-H Youth Development Program

Agenda

1. U.S. and Science Education

2. 4-H and Science Education

3. 4-H SET

1. Key Successes

2. Continual Challenges

3. The Road Ahead (Lynn & Martin)

4-H Youth Development Program

The United States and Science Education

Youth Scientific Literacy:The National Picture

• The 2005 and 2009 National Assessment of Educational Progress (NAEP) for 4th, 8th, and 12th graders revealed poor science achievement at all three grade levels (Grigg, Lauko, and Brockway 2006; NCES 2011). 1. In 2005 & 2009, approximately 70% of students at all grade

levels scored at the “Basic” or “Below Basic” levels.2. “Advanced Proficiency” was 3% or less at all grade levels.

• Trends are not distributed equally across the population: 1. Caucasian and Asian American outperformed African Americans

& Latinos.2. Youth from high-income households scored higher than their

peers from low-income households. • Overall, California students scored below national averages on the

NAEP assessments, ranking 48th and/or 49th among all states.

National Center for Education Statistics (2011). The nation’s report card: Science 2009. (NCES 2011-451). Washington, D.C.: Institute of Education Sciences, U.S. Department of Education.

Grigg, W. S., Lauko, M. A., and Brockway, D. M. (2006). The nation’s report card: Science 2005. Washington, D. C.: National Center for Education Statistics, U.S. Department of Education.

NAEP 2005 & 2009

Summary Results2005 National Assessment of Education Progress (NAEP)

Students in Grades 4, 8, and 12.

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Advanced Proficient Basic Below Basic05

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4th Grade8th Grade12th Grade

Summary Results 2009 National Assessment of Education Progress (NAEP)

Students in grades 4 and 8.

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Advanced Proficient Basic Below Basic05

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4th Grade8th Grade

Out-of-School Time (OST) Science Education

1. In the broader field, there is growing recognition of the role that informal/nonformal education plays in youth science learning.

2. Key reports highlight the need for experiential and inquiry-based science education out-of-school.

1. National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington D.C.: The National Academies Press.

2. Falk, J. and Dierking, L. (2010). The 95 percent solution: School is not where most Americans learn most of their science. American Scientist, 98(6), 486-493.

“out-of-school science-learning experiences are fundamental to supporting and facilitating lifelong science learning” (p. 492)

National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.

Time youth spend in and out of

classrooms

People learning over a life time across settings.

4-H should be here for all youth!

4-H Youth Development Program

4-H and Science Education

In 4-H, new research has shown us that

• 4-H participants are 2.0x as likely as other youth to participate in science programs1.

• 4-H participants are 1.7x as likely as other youth to plan to pursue a career in science1.

• 4-H girls, compared to girls not in 4-H, are 2.0x as likely to have plans to pursue science careers1.

• 91% of California 4-H members report liking science2.• 76% of 4-H members have helped with a community service

project related to science3.• Youth who participate in 4-H SET-related programming often

take more science courses than other young people in 4-H4.

1. Lerner, R.M., Lerner, J.V. et al. (2012). The positive development of youth: Report of the findings from the first eight years of the 4-H Study of Positive Youth Development. Tufts University Institute for Applied Research in Youth Development and the National 4-H Council.

2. Worker, S. (2012). Psychometric properties of a 4-H science literacy assessment tool. Final Paper for UC Davis, School of Education Class (EDU203N), Educational Testing and Evaluation.

3. Mielke, M., LaFleur, J., & Sanzone, J. (2010). 4-H science, engineering and technology (SET) initiative: Youth engagement, attitudes, and knowledge study. Washington, D.C.: Policy Studies Associates.

4. Heck, K., Carlos, R., Barnett, C. & Smith, M. (2012). 4-H participation and science interest in youth. Journal of Extension, 50(2).

4-H Science…

1. For 100 years, 4-H programs have and continue to help youth learn science1.

2. 4-H continues to engage youth in experiential science activities while advancing what we know about effective science education.

3. Effective educational practices are organized in two documents: A. 4-H SET ChecklistB. California 4-H Program Framework

1 Worker, S. (2012). History of science education in the 4-H Youth Development Program. Monograph. Davis, CA: University of California Agriculture and Natural Resources. Retrieved from http://www.ca4h.org/files/135384.pdf.

4-H SET ChecklistDeveloped by the National 4-H Science Leadership Team to help educators ensure their programs exemplified high-quality science education.

Experiential Learning Cycle

Inquiry Learning using Effective Questioning

SET Abilities

Positive Youth Development

Adult Mentors who Partner with Youth

Extended Learning Opportunities

National Science Education Standards

4-H Program Framework

Extended Learning Public speaking Record keeping Junior/Teen leader Teens as teachers Exhibitions Conferences Field Days

Teaching Methods/ Pedagogy

Project-based learning Collaborative learning Experiential learning Inquiry learning Service learning

Content– Science, engineering,

and technology– Healthy living – Citizenship– Leadership

Conclusion

4-H SET is a process of education(of instruction and learning), not a stand-alone program.

Projects may be delivered in a 4-H SET manner or be 4-H SET-Ready, but there is not a “4-H SET Program”.

4-H Youth Development Program

Key Successes

4-H Science Programs

• Twenty-seven counties have developed new 4-H SET programs, events and opportunities through a SET Plan of Action.

• SET has become integrated into traditional 4-H events such as State 4-H Field Day, state-wide presentation day, 4-H State Leadership Conference, State 4-H Leaders’ Forum, and other multi-county conferences.

• Other new programs include:• TechXcite• 4-H2O• CYFAR – gardening, science, and nutrition• 4-H National Youth Science Day• Many, many other county and local programs!

Preparing Educators

• 2009, 2010, 2011 concurrent statewide 4-H SET workshops for 4-H Staff, Volunteers, and Teens.

• 2009-2012 4-H State Leadership Conference for 4-H volunteers and teen 4-H members

• 2009-2012 4-H State Leaders’ Forum for 4-H volunteers.

• Afterschool Staff curriculum: Tools of the Trade II – Inspiring Young Minds to be SET Ready for Life! Staff Development Guide

• 2012 Western Region 4-H Science Academy hosted at UC Davis for 13 western states.

High Quality Curriculum

• Sheep: From the Animal’s Point of View Curriculum (in press)

• Swine: From the Animal’s Point of View Curriculum (in press)

• Pre-Harvest Food Safety in 4-H Animal Science Curriculum (in press)

• YD through Veterinary Science Curriculum (2009)

• Rabbits: From the Animal’s Point of View Curriculum (2009)

• Bio-Security in 4-H Animal Science Curriculum (2011)

• There’s No New Water! Curriculum (2011)

• Junk Drawer Robotics Curriculum (2011)

Research and Evaluation• Journal of Extension articles

• Heck, K., Carlos, R., Barnett, C. & Smith, M. (2012). 4-H participation and science interest in youth.• Smith, M.H., & Meehan, C.L. (2012). Assessment of bio-Security risks associated with 4-H animal

science exhibition practices in California. • Young, J. C., Alexander, J., & Smith, M. H. (in press). A partnership model for training episodic

environmental stewardship 4-H volunteers. • Worker, S. (in press). Embracing scientific and engineering practices in 4-H.

• California Agriculture articles• Smith, M. H., Heck, K. E., & Worker, S. M. (in press) Addressing youth scientific literacy through 4-H:

The development of a water education curriculum. • Smith, M. H., & Schmitt-McQuitty. (in press) Advancing professional development strategies for 4-H

volunteers to address youth scientific literacy. • Smith, M. H. (in press) Investigating lesson study as a professional development model for 4-H

volunteers. • Chapters in the book, Advances in youth development: Research and evaluation

from the University of California 2001-2010. (2011).• Junge, S. & Manglallan, S., Professional development increases afterschool staff’s confidence and

competence in delivering science, engineering, and technology. • Mahacek, R. & Worker, S., Extending science education with engineering and technology: Junk

Drawer Robotics curriculum• Schmitt-McQuitty, L., & Smith, M. H., Moving beyond the demonstration model: The importance of

experiential learning in the 4-H Youth Development Program. • 4-H CYD Monographs

• Worker, S. (2012). History of science education in the 4-H Youth Development Program.

Fund Development

• Since the formation of the 4-H SET Initiative in Fall 2008, over $1.5 million has been raised in support of 4-H SET programs, workshops, and curricula. These include federal, corporate, foundation, and private sources.

• Notable donors include:• USDA Children, Youth, and Families At-Risk (CYFAR)• Toyota 4-H2O, through National 4-H Council• NSF, Duke University, through National 4-H Council• National 4-H Council for curriculum projects• Noyce Foundation, through National 4-H Council• Lockheed Martin, through National 4-H Council• Landscape Contractors’ Assoc., through CA 4-H Foundation• BestBuy, through CA 4-H Foundation• Leavey Foundation, through CA 4-H Foundation

Partnerships

• Notable partnerships include:• California Afterschool Network, based at UC Davis• Coalition for Science After School, based at UC Berkeley• Lawrence Hall of Science• California Science Teachers Association

Marketing & Promotion

• 4-H is and continues to be represented with various organizations interested in youth science literacy.• Exploratorium, October• International Technology and Engineering Educators

Association, March• Beyond School Hours, Foundations Inc., February• International Society for Technology in Education, June• California Science Teachers Association, October 19 & 20• Bay Area Science Festival, November 3• American Geophysical Union, December 2

4-H Youth Development Program

Continual Challenges

QTWGA(Questions That Won’t Go Away)

• Measuring and sharing outcomes – Needing to collect data and share outcomes.

• Communication - Knowing what’s going on around the state.

• Effective professional development – providing ongoing support to volunteers.

• Subject matter – what should be a priority?

• Efficiencies - How can county staff and volunteers integrate SET so that it enhances the work they are already doing and not an additional task?

4-H Youth Development Program

The Road Ahead

4-H SET Plan of ActionGoal #1: Improve youth science literacy in, and attitudes for, agriculture, natural resources, and nutrition through educational programming that use:

1. High quality curricula identified and developed based on UC ANR initiatives

2. Staff, volunteer, teen, and other educators prepared using research-based professional development strategies

3. Strategies designed to meet the needs of youth audiences 4. Partners to strengthen programming

Goal #2: Advance the research-base of youth nonformal science education through:

5. Developing and implementing new 4-H SET programs6. Evaluating existing and new 4-H SET programming7. Conducting new applied research8. Sharing outcomes

Goal #3: Support the first two goals through effective resource development.

Science Literacy Program Team & 4-H SET Leadership Team, Joint Projects 2012-2013

1. Position paper to define scientific literacy in the context of Cooperative Extension / ANR.

2. Conducting a statewide needs assessment of 4-H science programming.

3. Research proposals1. Testing PD models (to NSF)2. Testing youth water education model (to EPA)

4. Developing PD modules based on each component of the 4-H Program Framework.

5. 4-H Science Evaluation through the Online Record Book

Other 4-H SET Research Projects

1. Investigating the Impacts of Differing Levels of Frequency and Duration of Nonformal Science Programming on Youth Science Literacy

2. Animal Welfare Proficiencies Project for 4-H Youth

3. Bio-Security Proficiencies Project for 4-H Youth

National

1. E-Academy for 4-H staff in February & March 2013.

2. Continued emphasis on integrating the mission mandates: Citizenship, Healthy Living, and Science.

3. Preparation and release of “4-H Science Common Measures” to be used in grant-funded projects.

4. Strengthening of the National Directory of 4-H Materials with social networking components.

5. Contributions to professional development and curriculum development.

4-H Youth Development Program

State of the 4-H SET Initiative, October 2, 2012 Steven Worker

YFC, 4-H Science, Engineering, and Technology Coordinatorsmworker@ucanr.edu | 530-754-8519

Martin SmithUC Davis Youth Science Literacy Specialistmhsmith@ucdavis.edu | 530-752-6894

Lynn Schmitt-McQuittyCounty Director San Benito; 4-H YD Advisor San Benito, Monterey, Santa Cruzlschmittmcquitty@ucanr.edu | 831-763-8026

Andrea AmbroseCalifornia 4-H Foundation, Corporate and Foundation Major Gifts Officerapambrose@ucanr.edu | 530-752-4210