Progress 02/15/24 to 02/14/25
Outputs
Target Audience:The YEA 1890 Collaborative is a comprehensive initiative dedicated to fostering positive youth development, particularly among youth of color in grades 7-12. Through various avenues such as mentoring, summer leadership institutes, STEM engagement, and professional development, this project aims to ignite the passions and interests of young individuals, guiding them toward majors and careers in agriculture and STEM fields. The goal is to provide college and career readiness to youth in relevant and meaningful ways. The team consists of faculty and staff from Alcorn State University (ASU), Fort Valley State University (FVSU), Kentucky State University (KYSU), Lincoln University (LU), N.C. A&T State University (N.C. A&T), and Prairie View Agricultural and Mechanical University (PVAMU) and currenly serves youth in various counties in each state represented. As the program's primary emphasis, mentoring efforts for youth participants focuses on college preparation, career readiness, professionalism, and agriculture and STEM pathways. The mentoring context is tailored from 3 successful curriculum: 4-H Youth Futures (YF), You're Hired! If Your Soft Skills Work, and the Build Your Futures. Using this tailored curriculum for context,the mentoring component seeks to address the needs of the targeted youth by pairing them with trained adults and students from college campuses and their local communities. The Youth Voice component of the program comprises a regional youth leadership team, where select youth serve on a teen advisory board representing their respective 1890 Land Grant universities. These youth leaders not only contribute to the success of the program, but also gain invaluable experience in leadership, advocacy, and community engagement. These youth actively engage in activities to uplift their communities, and play a crucial role in national events, serving as advocates for youth issues and ensuring that the voices of young individuals are heard at all levels. Quarterly meetings are conducted with the teens to empower them by providing a platform to share their opinions, ideas, and experiences, ensuring that their perspectives are considered in decision-making processes. The Summer Leadership Institute, Youth Innovators Empowering Agriculture 1890 Research and Extension Apprenticeship Program (YEA-REAP), provides hands-on learning and experiences for youth grades 9-12, offering opportunities for building leadership and workforce development skills. This one-week residential program exposes rising high school sophomores through seniors to research and extension initiatives in the food and agricultural sciences at one of the 1890 institutions. Student learning is enhanced by laboratory demonstrations and structured activities, including field trips and mini-workshops. To build deeper engagement with youth, the program provides the AgTECH STEAAM series - (science, technology, engineering, agriculture, arts, and math), which exposes youth to different experiential learning experiences through controlled environments and autonomous agriculture, such as robotics and drones. This innovative series will enable the youth to explore STEAAM-related careers and research opportunities, deepen their skills, and connect with industry and academic leaders. Each LGU will have a resource allocation for teams of youth and adult advisors to participate in local, state, and national programs such as the National 4-H Conference and the Ignite by 4-H Conference, among others. Another integral component of the program is the implementation of professional development for 4-H and extension professionals, as well as volunteers from academia, student organizations, and industry professionals. These professional development and trainings for mentors (youth and adult) and 4-H staff (regardless of affiliation) will be available through virtual and in-person trainings, and will ensure that staff, mentors, and volunteers are equipped with the necessary skills and knowledge to support the youth effectively. Participants in the program will receive guidance on topics including: best practices for working with youth, suicide prevention, mental health first aid, and culturally relevant teaching strategies. 1890 Land Grant Universities engage thousands of youth annually through 4-H programs, and building on this strength, the 1890 YEA Collaborative grant represents a holistic approach to youth development, that is committed to building leadership and workforce development skills in youth. With core priority areas embedded in mentorship, leadership development, hands-on experiences, and community engagement, the program endeavors to increase youth participation in college and career preparation programs and prepare them for success in agriculture and STEM-related careers. The target audience for this project includes: Youth in Middle and High School: The YEA program seeks to increase opportunities and preparation for college and the workforce by providing them with mentorship, leadership training, and STEM engagement opportunities tailored to their needs and interests. With hopes of targeting 3,485 youth from 1890, 1862, and 1994 LGU institutions, the goal is to improve their academic achievements, equip them with strong workforce skills, and prepare them for future careers in agriculture and STEM fields. Adults: The program also places a strong emphasis on broader engagement within the 4-H youth development community. As such, the program also targets 2,140 adults who serve as mentors, educators, trainers, advisors, and professionals working with the youth. Leveraging the expertise of Extension professionals, program leaders, faculty members, consultants, and community leaders and members, the program is dedicated to strengthening its collective efforts in creating a safe and supportive environment for the youth. Also important is the indirect impact of the program, extending to include an additional 30,000 youth participating in 1890 LGU 4-H Youth Development programs, as well as 6,000 adults, including parents, caregivers, professionals, and academics. Extending beyond the direct participants, the program will also benefit the wider community of youth and adults aimed at enhancing 4-H positive youth development. Changes/Problems:Each state has its own risk management policy and mechanism for conducting background checks. This has caused some challenges for the overall program, but the team is working together to make sure that all states are in compliance with national best practices for protection of minors. What opportunities for training and professional development has the project provided?Several training and professional development opportunities have been created within the YEA program: Mentor Training: Two mentor training sessions were provided to the 70 mentors that were in attendance to properly prepare and enhance their capacity to support and guide the mentees. These sessions are facilitated by a content expert focused on equipping mentors with the necessary skills and knowledge, and includes, but not limited to topics such as communication, leadership, mentorship techniques, and cultural competency. Training on College and Career Readiness and Professionalism: The mentors underwent comprehensive training tailored specifically to address the nuances of college and career readiness, along with essential elements of professionalism, facilitated through an iteration of the Build Your Future curriculum. This encompassed a spectrum of crucial topics, including navigating the dynamics of mentor-mentee relationships, illuminating diverse career pathways and entrepreneurial opportunities, strategizing college major selection, honing decision-making skills, fostering teamwork and effective communication, delineating goal-setting techniques, and nurturing self-esteem. Through this holistic approach, mentors were equipped with the requisite knowledge and tools to guide and empower youth effectively, facilitating their seamless transition into the realms of higher education and the professional world. Mentoring: The mentoring sessions provide support and guidance to the mentees, helping them develop essential skills and explore potential college and career pathways. To effectively pair mentors and mentees, specific data collected was analyzed to match individuals based on a variety of criteria, including deep-level similarities (values/attitudes, hobbies/interests, working styles), and developmental needs, (career goals, skill development), while also considering personal preferences. The mentoring sessions focus on leadership, life skills, college preparartion, career readiness, professionalism, and agriculture and STEM education, and attendance for each meeting is recorded electronically. State Kickoff Meetings: A total of 6 State kickoff meetings were conducted, as each partnering university hosted the event to introduce mentors and mentees to the project and provide them with an overview of the program goals and expectations. These meetings served as a platform for the mentors and mentees to connect, establish relationships, and set goals for their mentoring journey. Teen Advisory Board Training: The advisory board plays a pivotal role in the YEA programming efforts, and to foster a supportive and inclusive environment, a specialized training session was conducted for members of the Teen Advisory Board. This training was designed to prepare teens to effectively advocate for youth and initiate community projects nationwide. Topics ranging from leadership development, advocacy skills, project management, community engagement, to effective communication strategies were explored to equip the teens with the essential skills and knowledge. The training empowers the teens to take on leadership roles within their communities, advocate for issues important to youth, and initiate impactful community projects. How have the results been disseminated to communities of interest?Currently, there are not any major project results. Information about the project has been shared on the CN Networks website and via university press releases. The project team has also conducted presentations with researchers from the Center for Environmental Farming Systems who are interested in future partnership with the program. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
YEA-REAP Summer Institute: The Summer institute was hosted by NC A&T from June 23-28, 2024. A total of 63 youth and 40 adults including program partners and counselors participated providing youth with a stimulating introduction to careers in the field of food, agriculture, natural resources, and human sciences, and exposed them to research and Extension initiatives. Seven faculty researchers were recruited to engage the youth, covering topics such as sustainable energy, the robotic milking system in the dairy unit, biotechnology, horticulture, food and nutrition, agricultural technology, leadership, and more. Additionally, students deepened their knowledge, through mock interviews, leadership workshops, resume reviews, public speaking, and the Real Money Real World workshop which provides an interactive financial literacy simulation to help youth make sound lifestyle and budget choices. Below are 2 success stories regarding the YEA-REAP Summer institute. Mary Williams, PVAMU "Before the YEA program with PVAMU, I knew I wanted to go to college, but I didn't really understand what it would be like or how to get there. Everything changed when I visited NC A&T with the PVAMU 4-H group. I had never stepped foot on a college campus before, and seeing one up close made it all feel so real. My parents always expected me to go to college, but this visit showed me it's actually something I wanted to do. The experience was so fun. Walking around, meeting Ft. Valley State University students, and seeing the different facilities made me realize how much I could grow in a college environment. I saw myself in those students--being part of a community, gaining new experiences, and working toward my future"I can totally picture myself here". Now, after that visit, I'm more motivated than ever. I feel like I finally know what it takes to get into college and what to expect when I get there. Seeing NC A&T in person made me feel like college is within my reach. I'm excited about the next steps. Thanks to the PVAMU program, I'm ready to start planning for my future with confidence." Ty'Jhon Jefferson, FVSU "During my visit at NC A&T, I learned about the importance of seeing myself in other Black community leaders, cultural awareness, and important lessons in STEM and agriculture that heavily influenced my decision regarding my declared major. Being from Worth County, GA., seeing Black leaders with post-secondary qualifications and degrees was rare for me, but it seemed to be what was normal at NC A&T. For instance, I saw many different leaders with a wide variety of qualifications all across the diaspora, but one of my biggest influences was Dr. Blue-Terry, who was instrumental in setting up the event. For me, seeing a Black woman take charge with grace while also trying to help facilitate community thinking and college readiness in young minds was extremely valuable, especially considering how many of the students and staff came from different states and countries. In addition to this, I was also able to get a better understanding of the importance of cultural cohesion through the professors at NC A&T, such as with Dr. Wang, who gave a lecture on biological engineering. In his lecture, I not only gained important insight into biological engineering, but I also thought about the impact of exposing younger people to different cultures and communities and what that could bring, as many of the professors who held lectures for the students didn't come from America, but that didn't change the fact that they were heavily qualified and knowledgeable in their fields. Every one of the lectures and activities helped broaden what I thought I could achieve as a low-income student from a small town in Georgia with little understanding of how the STEAM fields affect not only myself but my community as a whole and that the impact I could bring on my community could be just as great as what I had experienced and seen during my time at NC A&T, which led to me applying to Questbridge and choosing Chemistry as my major. Since the camp, I received an AP Scholar Award, been a Questbridge Finalist, Questbridge Match Scholar, Second Place for FBLA sales presentation in my region, President's List for ABAC, third time for my academic letter (I have enough points to get it, but I won't receive it until May 2025), Advanced Pathway Completion in Social Studies, English, and Math. I also received the highest overall average in Honors Geometry, highest overall average in Honors Physical Science, highest overall average in Basic Agriculture, highest overall average in Horticulture, highest overall average in Spanish 2, National African American Recognition Award from College Board, Georgia Certificate of Merit, Governor's Honor Nominee in Social Studies, and Pathway Completion in the financial literacy pathway. For some context, my home life had been fairly rough throughout most of high school which led me to staying with my grandma for a bit in Albany as a Mckinney Vento student, so I couldn't do as much as I would have liked." Youth Voice: The Teen Advisory Board developed a service learning project, establishing blessing boxes to provide essential resources to those in need in their communities. This initiative not only seeks to address food insecurity and promotes civic engagement, but also demonstrates the leadership and creativity of the youth involved, enabling them to make meaningful changes in their communities. Through partnerships with local churches, schools, community groups, food networks on college campuses, or community gardens, the teens collect various items such as non-perishable canned goods, toiletries, school items, and personal care products.Also, select teens from the Teen Advisory Board were elcted to the YEA-CN Network Teen Leadership Council for teens to develop leadership acumen, and give input on real U.S. policy issues surrounding NIFA priority areas. AgTECH STEAAM Workshops: The youth gained hands-on exposure and experiences with controlled agricultural environments through quarterly AgTech STEAAM series led by content experts.A total of 76 youth and 18 adults attended the workshops which aims to foster a sense of belonging and connection. Through these phase-learning workshops, the youth developed non-electrical gravity-fed water systems using green materials. They also constructed aeroponics systems to showcase sustainable agricultural practices. In addition, the youth were introduced to community and rural development through environmental stewardship practices. Increase in Youth Participation: All states have recruited mentors and mentees, and kickoff meetings have been held to officially welcome participants to the program for this year. Consequently, the program has already begun to increase youth participation in college and career preparation programs, as well as in the national 4-H program. Recruiting nearly 200 youth, the program is actively engaging a wide cross-section of teens. Trained mentors engaged mentees, in college and career readiness, professionalism, as well as STEM and agriculture content. These sessions provided support and guidance to mentees, helping them develop essential skills and explore potential college and career pathways. in various communities and providing them with valuable opportunities for personal and professional growth. Development of a National Model: In keeping with one of the main objectives to create a national model for career and college preparation, certain parameters were established by the team to ensure fidelity to its goals and principles. Through preliminary work being conducted, including data collection and an implementation checklist, the goal is to provide an implementation toolkit that will enable the program to be replicated by outside partners in the future, further extending its impact on youth development nationwide.
Publications
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Progress 02/15/23 to 02/14/24
Outputs
Target Audience:The YEA 1890 Collaborative is a comprehensive initiative dedicated to fostering positive youth development, particularly among youth of color, through various avenues such as mentoring, summer leadership institutes, STEM engagement, and professional development. Built upon the principles of Positive Youth Development (PYD), as articulated in the 4-H Thriving Model, this program aims to ignite the passions and interests of young individuals, guiding them toward careers in agriculture and STEM fields. The team consists of faculty and staff from Alcorn, Fort Valley State University, Kentucky State University, Lincoln University, N.C. A&T State University, and Prairie View Agricultural and Mechanical University. At its core, the program is deeply committed to equity and inclusion. It actively incorporates critical pedagogical approaches to ensure that all participants, especially those historically marginalized by systemic oppression, have equal access to opportunities for growth and development. Stakeholders, faculty members, and youth representatives from participating LGUs collaborate closely to ensure that the program remains culturally relevant and responsive to the needs of the communities it serves. Mentoring serves as a cornerstone of the program, with a tailored curriculum designed to address the specific needs of minority, underserved youth. Drawing from successful models like the 4-H Youth Futures (YF) program and the Build Your Futures program, the initiative pairs youth with mentors from 1890 LGUs and community members, providing guidance and support as they explore agricultural and STEM career pathways. Additionally, existing mentoring programs and resources are adapted to suit the unique requirements of the program's target demographic. The Youth Innovators Empowering Agriculture 1890 Research and Extension Apprenticeship Program (YEA-REAP) summer leadership institute provides intensive experiences for students in grades 9-12, offering opportunities for skill development and hands-on learning. Through research and extension programs hosted on participating 1890 campuses, youth gain invaluable exposure to agricultural and STEM fields, working closely with faculty mentors to deepen their understanding and expertise. The program also places a strong emphasis on broader engagement within the 4-H Youth Development community and beyond. By providing resources and support for youth and adults to participate in state, regional, and national 4-H programs, the initiative aims to foster a sense of belonging and connection within a diverse range of experiential learning opportunities. Professional development and training are integral components of the program, ensuring that mentors, staff, and volunteers are equipped with the necessary skills and knowledge to support youth effectively. Through a combination of virtual and in-person training, participants receive guidance on topics such as culturally relevant teaching strategies, mental health first aid, and racial understanding, enabling them to create inclusive and supportive environments for youth of color. As part of the youth voice component, select youth are appointed as Teen Advisory Members, representing their respective 1890 LGUs. These youth actively engage in activities to uplift their communities, contributing to their development and well-being. Moreover, they play a crucial role in national events, serving as advocates for youth issues and ensuring that the voices of young individuals are heard at all levels. Through their participation in the Teen Advisory Council, these youth leaders not only contribute to the success of the program but also gain invaluable experience in leadership, advocacy, and community engagement, further empowering them to effect positive change within their communities and beyond. Overall, the YEA Grant program represents a holistic approach to youth development, leveraging the strengths of the 1890 LGU system to empower young individuals and prepare them for success in agriculture and STEM-related careers. By prioritizing equity, mentorship, and hands-on experiences, the program seeks to create a pathway toward a brighter and more inclusive future for all participants. The target audience includes: Youth of Color in Middle and High School: This group includes African American, Hispanic, and Native American youth who are typically underrepresented and face systemic barriers in accessing opportunities for personal and professional development. The program seeks to empower these youth by providing them with mentoring, leadership institutes, and STEM engagement opportunities tailored to their needs and interests. With a total of 3,485 youth from 1890, 1862, and 1994 LGU programs identified as direct beneficiaries, the program aims to support their journey toward academic success and career readiness in agriculture and STEM fields. Adults: The program also targets adults who serve as mentors, educators, caregivers, and professionals working with youth of color. With 2,140 adults who will be directly involved in the program, including faculty members, extension professionals, and community leaders, the program seeks to build its capacity to support and guide youth effectively. Additionally, the indirect impact of the program is expected to reach an additional 30,000 youth of color participating in 1890 LGU 4-H Youth Development programs, as well as 6,000 adults, including parents, caregivers, professionals, and academics. This broader reach ensures that the program's benefits extend beyond the direct participants to encompass the wider community of youth and adults involved in youth development initiatives. Changes/Problems:Each state has its own risk management policy and mechanism for conducting background checks.This has caused some challenges for the overall program, but the team is working together to make sure that all states are in compliance with national best practices for protection of minors. What opportunities for training and professional development has the project provided?Several training and professional development opportunities have been created within the YEA program: Mentoring Training: An introductory mentoring training session was conducted with 43 attendees, focusing on equipping mentors with the necessary skills and knowledge to effectively support mentees. This training covered communication, leadership, mentorship techniques, and cultural competency. Training on College and Career Readiness and Professionalism: The mentors underwent comprehensive training tailored specifically to address the nuances of college and career readiness, along with essential elements of professionalism, facilitated through an iteration of the Build Your Future curriculum. This encompassed a spectrum of crucial topics, including navigating the dynamics of mentor-mentee relationships, illuminating diverse career pathways and entrepreneurial opportunities, strategizing college major selection, honing decision-making skills, fostering teamwork and effective communication, delineating goal-setting techniques, and nurturing self-esteem. Through this holistic approach, mentors were equipped with the requisite knowledge and tools to guide and empower youth effectively, facilitating their seamless transition into the realms of higher education and the professional world. One-on-One Mentoring: Select mentors engaged in one-on-one mentoring sessions with mentees, with a focus on college and career readiness, professionalism, as well as STEM and agriculture. These sessions provided personalized support and guidance to mentees, helping them develop essential skills and explore potential college and career pathways. State Kickoff Meetings: 6 State kickoff meetings were held to introduce mentors and mentees to the project and provide them with an overview of the program goals and expectations. These meetings served as a platform for mentors and mentees to connect, establish relationships, and set goals for their mentoring journey. Teen Advisory Council (TAC) Training: A specialized training session was conducted for members of the Teen Advisory Council (TAC). This training was designed to prepare teens to effectively advocate for youth and initiate community projects nationwide. Topics to be covered in the TAC training included leadership development, advocacy skills, project management, community engagement, and effective communication strategies. By equipping teens with these essential skills and knowledge, the training empowered them to take on leadership roles within their communities, advocate for issues important to youth, and initiate impactful community projects. The TAC training further enriched the program by fostering youth leadership and engagement, ensuring that the voices and perspectives of young individuals are central to the program's success and impact. Build Your Future Sessions: As part of our professional development program, we hosted six Build Your Future Sessions. These sessions encompassed various activities aimed at enhancing the skills and abilities of our mentees. Throughout the sessions, we organized project recording sessions and a Talent Show Expo. These events allowed mentees to showcase their talents, creativity, and project achievements. Additionally, the recording sessions allowed mentees to document their project progress and experiences using iPads or other technological tools. We implemented the Build Your Future curriculum to help the youth become comfortable with networking and professionalism. The primary objective of the project was to enable mentees to articulate their career goals and engage in meaningful conversations with individuals from diverse backgrounds. As a culmination of their learning journey, mentees participated in a podcast discussion where they reflected on what they had learned from the project. This podcast was recorded and shared on or before our last meeting in May, allowing mentees to showcase their growth and insights gained throughout the program. How have the results been disseminated to communities of interest?There are not currently any major project results. Information about the project has been shared on the CN Networks website and via university press releases. The project team has also conducted presentations with researchers from the Center for Environmental Farming Systems who are interested in future partnership with the program. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Several accomplishments have been achieved through the YEA program: Development of Project by Teen Advisory Council: The Teen Advisory Council successfully developed the first project for the mentees, which involves creating blessing boxes aimed at improving nutritional and health conditions in their communities. This initiative not only demonstrates the leadership and creativity of the youth involved but also addresses a critical need in their communities and positively impacts minority youths' positive youth development. Increase in Minority Youth Participation: All states have recruited their mentors and mentees, and kickoff meetings have been held to officially welcome participants to the program. Consequently, the program has already begun to increase minority youth participation in college and career preparation programs, as well as in the national 4-H program. By recruiting over 181 youth, including those from N.C. A&T, the program is actively engaging underserved communities of color and providing them with valuable opportunities for personal and professional development. Development of a National Model: The program is in the process of developing a national model for career and college preparation in underserved communities of color. Through preliminary work and the development of an implementation checklist, the program aims to ensure fidelity to its goals and principles. This groundwork will enable the program to be replicated by outside partners in the future, further extending its impact on youth development nationwide.
Publications
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