Youth Development Insight

Race has shaped the definition of the word "urban." This provokes a question for us in the Minnesota 4-H Urban Youth Development Office: what exactly is "urban" youth development? We have developed the following strategies, or ways of working, in our effort to serve the most marginalized (but not necessarily urban) youth. We "partner with" rather than "bring programming or information to" the youth and adults we serve. The best way to engage any audience is build opportunities together. An even exchange of ideas allows both parties to recognize and work from their own expertise, while gaining new knowledge and experiences from what their partner has to offer. We use a youth engagement approach that helps us promote from within. Our youth have opportunities to lead and engage with adults in developing and improving our programs. They build on and see their own growing expertise, and many have come to work with us as paid staff, thus addin...

The Minnesota 4-H program is increasing efforts to enhance science, technology, engineering, and math (STEM) program opportunities, specifically focusing on the E -- engineering and the engineering process. What is the engineering process? This is National Engineers Week , and it seems important to explain how the engineering process is different from, but related to, inquiry. Inquiry is about asking questions in depth. It has these phases: sparking curiosity, articulating curiosity into questions, systematically investigating questions, interpreting the meaning of results, and improving ideas and explanations. Engineering, in the simplest terms, is about solving problems. It is the application of science, mathematics, economics, and experience to design products, processes, or services. The engineering design process is used to fulfill these goals, through a systematic and iterative approach that involves asking questions, imagining solutions, planning things out, creating, opt...

By Deborah Moore We seem to be at a time of renewed interest in creating shared data across youth programs. For example, we recently hosted Dr. Roger Weissberg on the importance of social and emotional outcomes for youth and featured many blog posts this fall on the topic. But if you have been in the field long enough, you have seen this before. At one point, there was on emphasis on participation and counting --- where it seemed an onerous task to sort out who showed up and who stayed. I remember those days fondly now. Then there was the call for quantifying what difference youth programs make in learning and developmental outcomes for young people. Yes, people - we can make a difference! Next, there came the tools and rationale to assess and improve levels of program quality as highlighted in Yohalem's article on quality assessments. Turns out, we can focus on data that is good for practitioners, youth and stakeholders, all at the same time -- when we select a good t...

By Margo Herman When were you last captivated by youth voice on stage? Last month three young people blew a spark into my work when they spoke about the ways that social and emotional skills have helped them. They spoke at the Children & Youth Issue Briefing to more than 1,000 people who came to think and learn about: Minnesota's innovative efforts to address key challenges and close the opportunity gap Issues affecting children and youth looking ahead to the 2014 legislative session Minnesota young people's experiences and perspective on the opportunity gap In my work on the social and emotional learning initiative (SEL), my colleagues and I get immersed in research, develop resources and provide learning opportunities focused on moving SEL from research into action. During the panel, led by University of Minnesota President Eric Kaler, I saw SEL skills live and on stage, articulated beautifully by this youth panel. The three students spoke candidly about th...

By Anne Stevenson I'd be much less wise, and far less effective as an educator, if I didn't hang out with kids. Those of us who work with, or on behalf of young people, must be intentional about doing so. And then we have to listen and pay attention. Young people of all ages have taught me many things in the past year. Here are five things I've learned (and re-learned!), and why they matter for all of us: 1. Wonder Kids are curious about everything and their willingness to ask questions makes them effective learners. Our job is to nurture and validate that sense of wonder and curiosity, and to actively cultivate our own sense of wonder. Abraham Heschel would remind us that "Wonder... is the root of all knowledge." In his book " Developing More Curious Minds ," John Barell offers a wealth of strategies for nurturing curiosity and why it is essential to do so. You might enjoy award-winning cinematographer and director Louie Schwartzberg...

By Joshua Kukowski As a classroom history teacher, it was my perception that what happened out of school was not my problem. After one year as an Extension educator, I see that, and a few other things, differently. Anniversaries are always moments of reflection and I am hoping to share some of the key "ah ha's" that I have experienced, learned, and rediscovered as I embarked in the out-of-school youth development realm. In the past year, I have experienced, learned or rediscovered many things. I want to share a few of them with you and get your reaction -- either as a veteran or a fellow newcomer. Out-of-school time is vital Our work is important. The perception that out-of-school time is "not my problem" is wrong and counter-productive. Youth spend more time out of school than they do in school and those critical after-school times and activities have a deep impact on how our young people develop. Young people who have positive out-of-school-time ex...

By Hui-Hui Wang Two years ago, I taught a science and engineering after-school program to a group of fifth and sixth grade girls. I asked them what engineering is. No surprise, their answers were all associated with fixing things and building a building. This echoes some research findings that these are common misconceptions about engineering. After completing the program, the girls could identify what engineering is. But they still did not want to pursue engineering as a career choice. What went wrong? I think it is the way that we present engineering to them. Next Generation Science Standards 2013 defines engineering in a very broad sense to mean "any engagement in a systematic practice of design to achieve solutions to a particular human problem." In short, the essence of engineering is a goal-directed problem-solving activity to find the best solution for a human-made problem. This is really important work that will benefit large numbers of people. Now, how can we co...