The Center

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Now showing 1 - 14 of 14

America's Promise: A Catalyst for Youth Issues
(2002) Floyd, Donald; Sauer, Richard
The support of and commitment to America's Promise from most major youth organizations is strong, with optimism about the future. This optimism includes continuing increased awareness of the needs of youth and the role nonformal youth development organizations can play in meeting those needs. It also includes hope for an expanded national, state, and local resource commitment to support proven youth organizations in expanding their reach to and impact on young people.
Taking Aim at Youth Development
(1999) Hauer, Angie; Carlson, Stephan
It is important that the state, county, and clubs focus more attention on encouraging participation in natural resources and related natural science programs, developing critical thinking skills of youth, including youth with disabilities, youth from urban areas, and minorities, as well as strengthening vocational competence. These objectives need to become observable outcomes.
Real-Life Dilemmas Make Learning Fun
(1999) Dunrud, Tammy; Reicks, Marla; Simmons, Steve
Decision cases are a valuable, participatory learning tool. Youth enter the process with prior experiences and knowledge on which to build a new understanding of subject matter. The decision case experience encourages life skill development while delivering new subject matter. Decision cases encourage the development of problem-solving and decision-making skills through practice, and positive and enjoyable for youth. The effectiveness of decision case experiences in meeting instructional goals can be greatly enhanced by skilled facilitators.
Organizing Head, Heart, Hands, and Health for Larger Service: The Public Value of 4-H Youth Development Work
(1999) Peters, Scott
To meet the challenge of engaging youth in civic renewal work while helping them develop the skills and capacities needed for lifelong public contribution, all youth-related organizations and institutions must embrace a new commitment to deepen their public missions. With its powerful heritage, its far-reaching presence in American life, and its tremendous reservoir of resources and talent, 4-H could and should take a major leadership role in pursuing this commitment.
Community-Based Program Evaluation: Implications for Program Developers
(1999) Byrne, Richard; Mancini, Jay; Marek, Lydia
As Extension programming moves from deficit-based program models which focus on what people do not possess to identifying and mobilizing strengths, the difficulties and dilemmas related to documenting program effectiveness remain. In many cases, research that would lead to such documentation is viewed as an obstacle rather than an asset. This paper highlights key issues pertaining to evaluation of community-based programs for children, youth, and families; discusses challenges common to Extension educators and program evaluators; and cites common misunderstandings of the evaluation process.
4-H Expressive Arts and Brain-Based Learning Research
(1999) Shields, Carol
Minnesota 4-H Expressive Arts programs have been an important part of 4-H youth development programming for more than two decades. Each year 20,000 to 30,000 young people, ages 8 to 19, are involved in programs offered through a variety of venues in every Minnesota county. Programs and activities include performance art, visual arts, technical theater, script development, writing, and clowning. New pedagogical approaches are continually developed to engage young people in informal, non-competitive learning experiences in the arts.
Youth Development Education: Supports and Opportunities for Young People
(1998) Walker, Joyce
Community-based youth development work has a long and respected history in America. The powerful tradition of community organizations sponsoring voluntary youth groups for constructive leisure and learning continues. In youth groups, young people work with dedicated adults to learn the values, skills, knowledge, and practical applications necessary to become and active, functioning adult in the community. Support for this intentional, hands-on, voluntary, youth-focused, community-based education is the primary interest of faculty and staff at the Center for 4-H Youth Development.
The 4-H Involvement in Workforce Preparation
(1998) Sims, Michelle
The Dramatic increase in the need for a skilled, knowledgeable workforce requires preparing youth for meaningful employment. The Center for 4-H Youth Development's involvement in work and life skills gives youth more opportunities to develop attitudes and values that prepare them to enter adulthood. Students encouraged and trained from a young age to pursue knowledge in a format they find interesting and challenging are ready to successfully face the world.
Promoting Organizational Change Through Collaboration
(1998) Dunham, Trudy
How might youth development professionals do their work in the future? With reduced budgets and staffing and changing demographics, Extension educators are looking at new ways to fulfill the land-grant mission through new audiences. This new look connects community-based programs through the Internet, where professionals work hand-in-hand with other professionals from other states as if they were in the same county. Technology is bringing the knowledge or the university to every home in the nation.
Pedagogy Applied to Nonformal Education
(1998) Carlson, Stephan; Maxa, Sue
Non-formal education has often lacked a framework for how teaching is conducted and how learning takes place for youth in recreational environments. The application of pedagogy-- teaching in a formal environment-- to a non-formal education goes against some of the principles of a self-directed learner. This paper explores teaching models and learning theories that help us better understand the non-formal settings where leadership is under the guidance of a caring adult. A fundamental belief is that youth take responsibility for what and how they want to learn (youth-driven model).
Learning by Doing and the Youth-Driven Model
(1998) Carlson, Stephan
In the non-formal setting of 4-H Youth Development, it has long been the motto that youth learn best when they are actively involved in relevant, real-world situations. This "learning by doing" is often associated with the type of learning model encouraged by 4-H organizations.
Clubs and Groups in the Social Education of Young People
(1998) Walker, Joyce; Dunham, Trudy; Snyder, Eric
Clubs and membership groups have demonstrated great success in voluntarily attracting young people and providing a context for positive youth development education. These clubs are generally small, flexible groups of young people formed within the framework of larger sponsoring organizations. It is worth looking closely at what we know about clubs and membership groups and the community youth organizations that sponsor them.
Caring Adults Support the Healthy Development of Youth
(1998) Walker, Joyce; White, Lonnie
The powerful influence of caring adults in the lives of children and young people has been a hallmark of youth-serving organizations since the early 20th century. Youth organizations depend on the talents, leadership, and dedication of their adult volunteers and staff. To guide the recruitment, training, and retention of adult volunteers and youth program staff, it is important to look at the roles and characteristics of the adults working with young people.
4-H International Exchanges: New Directions after the Cold War
(1998) Pace, David
There has never been a time when the 4-H Global Education Curriculum and the Global Connections Cross-Cultural 4-H International Exchange Programs have been more important. School systems, community youth educational institutions, and global corporate business leaders are looking for benchmarks of how our youth are meeting global standards. Minnesota youth must be prepared to compete in a global workforce and to be active, productive, contributing global citizens.