"Nebraska 4-H: Inspiring Young Animal Scientists"

Jennifer Dush Author

11/06/2018 Added

17 Plays

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Ashley Benes & Jill Lingard talk 4-H at the department seminar October 31, 2018.

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[00:00:00.156]My name is Ashley Benes.
[00:00:01.560]I'm the district coordinator for West Central District,
[00:00:05.160]4-H Youth Development obviously.
[00:00:07.395]I'm Jill Lingard.
[00:00:08.228]I'm an extension professor in the state 4-H office.
[00:00:10.210]I have a variety of roles to strategic planning
[00:00:13.470]and evaluation, the camping program,
[00:00:15.730]and day-to-day support of our program administrator.
[00:00:19.430]Well, I'm very excited to be here.
[00:00:21.160]I, (drowned out by ambient noise) time not so long ago,
[00:00:23.755]I was (audio warps) students, right?
[00:00:25.970]I'd like to think it wasn't that long ago,
[00:00:27.560]but I think it might've been a little longer than I hope.
[00:00:31.290]So, very excited to be back in the department
[00:00:32.990]talking a little bit about 4-H youth development
[00:00:35.400]and some of the programming
[00:00:36.620]we're already doing around animal science,
[00:00:38.540]and hopefully furthering the discussion
[00:00:40.980]throughout the morning, or the afternoon I guess it is now,
[00:00:44.840]on how we can maybe do some more collaboration together.
[00:00:48.560]To get us rolling here, this is kind of our agenda
[00:00:51.279]for the conversation today.
[00:00:52.520]If we deviate from this, that's okay too.
[00:00:55.370]We'll talk a little bit.
[00:00:56.203]We've already introduced ourselves.
[00:00:58.770]We'll do some background on 4-H.
[00:01:01.090]We'll go over 4-H framework, so we don't want to make
[00:01:02.930]any assumption that you know all the ways of our programming
[00:01:06.490]and all of the delivery modes that we work in.
[00:01:09.504]We'll talk a little bit
[00:01:10.337]about current animal science programming that 4-H is doing
[00:01:12.740]and how we're both contributing to those programs,
[00:01:16.390]and then we'll look at opportunities
[00:01:17.530]for future collaboration and talk about some next steps.
[00:01:20.849]Since we want the conversation to be informal,
[00:01:23.010]ask questions as we go throughout
[00:01:24.720]and as we get to that last step,
[00:01:26.180]we really just want it to be a brainstorm session,
[00:01:27.830]so we'll the put the slideshow part of it away
[00:01:30.640]and just wanna talk.
[00:01:31.690]Definitely.
[00:01:35.100]First of all, I, (audio warps) this earlier,
[00:01:37.590]but I do want to thank Amy.
[00:01:39.650]We do a lot of collaboration currently,
[00:01:41.370]and we'll talk about what some of those are,
[00:01:43.884]but thanks for being here for the discussion.
[00:01:45.980]I think that's a good step in working together,
[00:01:48.810]and we're excited to talk to you about 4-H.
[00:01:50.590]So, Jill? Sure, yeah.
[00:01:52.110]So what Ashley is sharing on the screen right now,
[00:01:54.903]and we have a little embedded video
[00:01:56.560]while we're waiting to hear
[00:01:57.495]from Kathleen Lodl in just a moment,
[00:01:59.510]but it's the framework that 4-H is operationalized
[00:02:02.030]under right now, and so there are probably,
[00:02:04.300]for those of you who know 4-H well,
[00:02:06.200]some pieces that you really recognize,
[00:02:08.950]particularly around that outer ring
[00:02:10.620]where we talk about our delivery modes,`
[00:02:13.100]camps, afterschool, school enrichment, special interests,
[00:02:15.927]and our club program, which is our traditional program
[00:02:19.190]and probably the one
[00:02:21.390]that you'd interface with most regularly,
[00:02:23.300]for those of you who've been partnered with us in the past.
[00:02:26.270]As you get around the next concentric circle there,
[00:02:30.150]you see things like STEM and healthy living
[00:02:32.370]and college and career readiness.
[00:02:34.420]Those all represent that way that 4-H staff and faculty
[00:02:38.220]convene and teams around issues.
[00:02:40.260]It's part of the bigger issue team structure of extension,
[00:02:43.230]so these are things our stakeholders
[00:02:44.840]have said are really important to us,
[00:02:47.060]and these are the ones of all of the extension issues,
[00:02:49.960]that 4-H felt like we were best positioned
[00:02:52.470]to provide contributions toward,
[00:02:55.200]and so there are members of our 4-H staff and faculty
[00:02:58.310]who sit on each of those areas that you see there.
[00:03:02.310]Again, some are probably really reminiscent of things
[00:03:06.890]you might think about in 4-H programming, certainly STEM.
[00:03:09.840]We do a lot of science programming.
[00:03:12.430]Healthy living, career and college readiness,
[00:03:15.010]which is some place we think
[00:03:16.320]there might be a pretty strong intersection
[00:03:18.490]between your needs and our needs.
[00:03:20.620]We think there might be a shared gain point there.
[00:03:23.930]We also do some work around entrepreneurship,
[00:03:26.490]of course leadership development, community development,
[00:03:29.300]and then the one that's food supply and confidence.
[00:03:32.992]We serve a variety of roles.
[00:03:34.320]Our role there is really around agricultural literacy.
[00:03:37.768]As you move in a little bit further, and I apologize.
[00:03:41.180]I should say my eyesight is not what it once was,
[00:03:43.700]and I have to look at these words
[00:03:44.858]a little more carefully.
[00:03:46.300]The next set of rings then are really our talking points,
[00:03:50.560]and they're the ways that we sort of
[00:03:52.010]group those, cluster the issues together.
[00:03:55.550]For example, we say engagement STEM and ag literacy.
[00:03:59.550]It's sort of a big talking point, but what is it
[00:04:01.960]that Nebraska 4-H does to serve clientele in Nebraska?
[00:04:06.120]We'd say preparing youth to make decisions for today,
[00:04:08.960]now and in the future, around careers and healthy living.
[00:04:12.120]Those are really just (drowned out by sneezing)
[00:04:13.780]that our staff and faculty
[00:04:15.751]can bring the work we do and what it means
[00:04:18.760]to young people and to families across the state.
[00:04:22.630]As you move in to the next layer, you see a couple of
[00:04:25.690]sort of the shadowed gray arrows around science literacy
[00:04:30.300]and quality learning engagement.
[00:04:32.070]Those are two places that we have specialist efforts,
[00:04:34.200]and they're really the lens through which we do our work,
[00:04:37.680]making sure we're always thinking about our work
[00:04:40.360]in STEM and in other areas, in a science literate framework
[00:04:44.650]and then also making sure that we're thinking creatively
[00:04:47.350]about quality learning engagement.
[00:04:49.501]And Ashu Guru is our specialist in that area
[00:04:52.650]and is really just trying to make sure
[00:04:53.633]that we're as progressive as we can be
[00:04:56.110]in terms of the way that we think about
[00:04:57.590]and structure curriculum and programming.
[00:05:00.210]And then as you move in to the very last and central points
[00:05:03.890]of the model, that's really our framework and cornerstone
[00:05:07.060]that's built on positive youth development.
[00:05:09.050]That's where we see our expertise.
[00:05:11.290]That's the field that we believe we have own expertise in
[00:05:14.870]and a way that you might think about us as your counterpart,
[00:05:18.740]whether that is in programming that we offer
[00:05:21.440]or you maybe have the content expertise
[00:05:23.960]and we have the new idea expertise,
[00:05:25.800]whether that's around a recruitment
[00:05:27.250]and how young people might pursue their college education.
[00:05:30.640]Maybe it's the applied part of a grant
[00:05:33.170]and you're looking for a dissemination angle for your grant
[00:05:35.680]and you think (audio warps) like to partner with 4-H
[00:05:37.640]under providing some sort of information
[00:05:40.550]or programming for youth,
[00:05:41.740]a way to disseminate my information.
[00:05:43.910]So PYD is really what we own as our expertise.
[00:05:47.110]And we hope that's how you'll think about us
[00:05:49.820]during our partnership.
[00:05:51.300]Ashley, I'm gonna go ahead
[00:05:52.133]and let you push play on the video
[00:05:53.420]and allow you to hear Kathleen Lodl,
[00:05:55.167]our State Breaks 4-H Program Leader,
[00:05:56.820]and just two-minute video,
[00:05:58.430]sort of (audio warps).
[00:06:01.256](Ashley and Jill speak over each other)
[00:06:20.111](warped audio)
[00:06:29.930]Jill did a really good job
[00:06:31.090]of going through that.
[00:06:32.072]And we can certainly share the link to that video as well.
[00:06:35.800](audio warps)
[00:06:36.940]Absolutely.
[00:06:37.970]She'll echo many of the thing I said
[00:06:39.630]as I look at her approach to the conversations, really,
[00:06:42.340]and I start with that little PYD foundation
[00:06:45.470]and talk it on the way out.
[00:06:47.310]But certainly I think we're sharing
[00:06:49.003]some more messaging (audio warps).
[00:06:51.542]Yeah, I think (audio warps).
[00:06:55.180]Perfect.
[00:06:56.860]Just little bit more regarding PYD,
[00:06:59.420]wanting to understand, again, our discipline
[00:07:01.430]and maybe the, you know,
[00:07:03.687]some word you hear might trigger, like,
[00:07:05.367]"Oh, I could connect with that.
[00:07:07.173]"(drowned out by sneezing) my work in some way."
[00:07:09.030]So this is a long definition,
[00:07:11.531]and I've bolded the words I think are important.
[00:07:14.050]The Interagency Working Group on Youth Programming's
[00:07:16.880]drafted this definition,
[00:07:18.640]oh, I wanna say maybe 2012,
[00:07:20.060]although I don't have the date in front of me.
[00:07:22.350]But one of the things that we talk about
[00:07:23.790]with Positive Youth Development is, it's intentional.
[00:07:26.550]It has a framework, it has best practices,
[00:07:28.880]it has strategies and a structure and a theory of change
[00:07:32.240]that we really adhere to and follow
[00:07:34.180]as part of our discipline.
[00:07:36.090]And certainly promotes positive outcomes
[00:07:38.100]for young people.
[00:07:39.020]I would assume out of the theme
[00:07:40.480]in your work that you're talking about,
[00:07:41.990]outcome-based learning or standard-based learning
[00:07:44.960]or educational testing-based learning,
[00:07:46.680]or some sort of competency-based learning, perhaps.
[00:07:49.900]So it's certainly based
[00:07:51.040]on a positive outcome learning theory.
[00:07:53.640]And then we do that work through providing opportunities,
[00:07:56.370]fostering positive relationships,
[00:07:58.404](audio warps) partnership piece of our work
[00:08:00.760]has always been a mainstay and will continue to be.
[00:08:03.544]And then furnishing the support needed
[00:08:04.977]for youth to build on our leadership (audio warps).
[00:08:07.810]So just wanna make sure that's a working definition
[00:08:09.733]that we adhere to and rings true
[00:08:12.330]to the way we frame our work in 4-H.
[00:08:15.310]This is a bit more simplistic way to look at it.
[00:08:18.570]There's an emphasis on positive outcomes, as I mentioned.
[00:08:21.900]Youth should have a voice.
[00:08:23.530]It's inclusive of all youth.
[00:08:25.070]I think that's a little bit of a misnomer
[00:08:28.160]about who we serve in Nebraska.
[00:08:30.260]We really are for all young people,
[00:08:32.520]and in a variety of ways.
[00:08:33.970]We've got traditional club members,
[00:08:36.270]certainly see ownership with the 4-H program,
[00:08:39.517]but we're also serving 4-H participants
[00:08:42.180]in a variety of other ways through the classroom
[00:08:45.410]and through afterschool.
[00:08:47.100]Most young people might not always recognize themselves
[00:08:49.920]as a member of our organization,
[00:08:51.710]but there'd certainly be a certain bias
[00:08:53.210]and (audio warps) way.
[00:08:54.850]And then lastly, an emphasis on collaboration.
[00:08:57.510]And that's one of the things
[00:08:59.100]we'll be talking with all of you about
[00:09:00.493]at the end of this discussion.
[00:09:04.320]And again, just to simplify it even more,
[00:09:06.200]this is the paradigm shift that we operate under.
[00:09:09.840]We really, in the late '90s moved
[00:09:12.230]from a risk prevention,
[00:09:14.170]for those of you who were in high school in the late '90s,
[00:09:15.910]think about BEAR and things like that
[00:09:17.795]that were all about helping young people avoid risks.
[00:09:20.540]There was a big paradigm shift
[00:09:22.360]that really moved us to where we're not about
[00:09:24.720]helping young people avoid risk,
[00:09:27.680]we're about helping and empower them
[00:09:29.110]towards positive outcomes.
[00:09:30.780]So positive experiences plus positive relationships
[00:09:33.562]plus positive environments
[00:09:35.148]equals Positive Youth Development.
[00:09:39.157]Before Ashley starts to dig into this,
[00:09:40.920]I just wanna ask (audio warps)
[00:09:42.620]any questions about our framework
[00:09:44.490]or anything you'd like me to unpack further?
[00:09:47.190]Happy to do that now or at another time.
[00:09:50.620]Just wanted to share a little bit about us.
[00:09:55.958](audio warps)
[00:09:57.498](audio warps)
[00:10:02.770]All right, so we wanna give
[00:10:05.800]kind of a general idea
[00:10:06.800]of where we already are on programming.
[00:10:08.380]So what are the types of things we're doing?
[00:10:09.850]And I'm gonna apologize (audio warps).
[00:10:11.670]A lot of youth (audio warps) are involved
[00:10:12.770]in some of these programs already.
[00:10:15.375]The first one that we'll talk about
[00:10:17.070]is really our project enrollment in animal science.
[00:10:19.330]So that's any youth animal science-focused 4-H project.
[00:10:24.260]And we have 49,632 of those just in 2018
[00:10:29.960]across the state.
[00:10:30.793]So that is, of course, with youth enrolled
[00:10:33.190]in multiple projects.
[00:10:34.350]We know that a lot of our animal science youth projects,
[00:10:36.650]they are gonna be enrolled in multiple of those at one time.
[00:10:38.900]But that's a pretty big number.
[00:10:40.620]So that is still remaining,
[00:10:41.690]animal science still remains
[00:10:42.523]one of our more popular programming areas in 4-H.
[00:10:45.700]And it's shown all across all these different programming.
[00:10:50.020]Ashley, does that number represent club enrollment,
[00:10:52.960]like membership enrollment
[00:10:53.960]and (mumbles) signed up for that project?
[00:10:55.670]It does, yeah.
[00:10:56.503]So it wouldn't include
[00:10:57.336]all of the animal science experience
[00:10:59.130]that we would take in the classrooms.
[00:11:00.620]So that number's even larger than that.
[00:11:02.737](Ashley and Jill talk over each other)
[00:11:03.570]Thank you for that clarification.
[00:11:04.403]Yes, this is club enrollment,
[00:11:06.821]our club model (audio warps).
[00:11:08.320]And we'll talk about that other delivery model as well.
[00:11:10.320]So doesn't include our local county
[00:11:13.145](drowned out by ambient noise) context.
[00:11:13.978]So there are a lot of those (mumbles) agreement
[00:11:16.100]also helps with some of the county fair contests and shows,
[00:11:20.140]which is always gonna be appreciated.
[00:11:22.550]PASE, so premier animal science events.
[00:11:24.810]Just a show of hands, well, crowd participation.
[00:11:27.110]How many of you have helped with PASE,
[00:11:28.360]as a judge, as someone who's coordinated contests,
[00:11:32.430]any of these (audio warps)?
[00:11:33.263]I know that's probably most of you.
[00:11:34.800]So no one's raising their hand.
[00:11:37.050](audio warps)
[00:11:38.930]So PASE is very, very important program
[00:11:41.990]for us over the summer.
[00:11:43.670]That is our state animal science contest.
[00:11:46.360]We appreciate all of your help.
[00:11:47.600]That is a big one for us.
[00:11:49.117]And we know about leadership
[00:11:50.550]in animal science (audio warps).
[00:11:52.140]Very hard for us to deliver.
[00:11:54.716]State and district horse show.
[00:11:56.300]I'm gonna end up being out here.
[00:11:59.050]Also very important.
[00:12:00.090]So state and district horse shows
[00:12:01.330]really emphasize your leadership, right?
[00:12:03.910]And you often agree to help with state and district
[00:12:06.634](drowned out by ambient noise).
[00:12:08.950]No.
[00:12:09.948](audience laughs)
[00:12:11.640]I'm sure I already (audio warps).
[00:12:13.940]Yes, in different ways, exactly.
[00:12:15.590]So that's another good way that we partner.
[00:12:18.400]And then of course state fair.
[00:12:19.810]We also have several units, (audio warps) state fair,
[00:12:23.010]or have previously.
[00:12:24.070]There's some belief that we're shifting
[00:12:25.700]from those contests.
[00:12:26.660]But state fair has always been
[00:12:28.620]an important partnership we've got.
[00:12:30.510]Anyone help at state fair?
[00:12:33.049]Several.
[00:12:33.882]So thank you for all those,
[00:12:35.560]those collaborations already.
[00:12:37.150]Animals inside and out, some of you
[00:12:39.330]are probably familiar with this program.
[00:12:40.990]So animals inside and out
[00:12:41.900]is for third through fifth graders,
[00:12:43.841](mumbles) several (mumbles) across the state.
[00:12:46.030]This was developed through one
[00:12:48.200]of our 4-H outcome teams at the time.
[00:12:51.307]And that team is still going strong
[00:12:53.217]and it's still working together.
[00:12:55.430]Brian (mumbles) is one of those (audio warps) as well.
[00:12:59.090]Anyone else done animals inside and out programs?
[00:13:02.640]I know we've probably asked for support from the department,
[00:13:05.420]and getting us supplies or different pieces as well.
[00:13:08.414]And that's been very helpful for that program.
[00:13:10.230]We have had, I had some (audio warps) but I forgot,
[00:13:12.830]we had 800 (mumbles) youth
[00:13:14.660]participate in that program in 2018 across the state.
[00:13:17.090]And I wanna say maybe 10 different sites.
[00:13:20.400]So pretty, pretty well-utilized problem.
[00:13:24.452]Youth science field days is another way
[00:13:26.380]that we reach high school aged youth within this state.
[00:13:29.260]So typically nine through 12th graders.
[00:13:31.250]And most of these are out in the West Central District,
[00:13:33.910]as already mentioned.
[00:13:34.930]But we had five sites in 2018
[00:13:38.950]and reached 902 youths in that program.
[00:13:41.820]So that is really geared toward career pathways,
[00:13:46.380]and really youth looking at different careers,
[00:13:48.930]animal science being a large focus of that.
[00:13:51.140]We have an ag track and a regular STEM track.
[00:13:54.060]And the ag track, the ag focus, is very popular.
[00:13:56.580]So we do have several youth that go through that part.
[00:14:00.843]Ag festivals, so ag festivals are held across the state.
[00:14:03.800]Really elementary age youth.
[00:14:05.220]So anywhere from kindergarten through fifth grade,
[00:14:08.610]reach most of those (audio warps).
[00:14:11.190]And it's general agriculture,
[00:14:12.770]but there is always animal science,
[00:14:14.820]livestock components to that as well.
[00:14:18.110]Embryology, so most of our,
[00:14:20.170]this is where we're talking
[00:14:21.003]about different delivery modes.
[00:14:22.230]So as we look at our field days and our ag festivals,
[00:14:25.500]we consider those really school enrichment programs.
[00:14:27.640]So youth start coming to the sites
[00:14:31.620]during the school day, typically,
[00:14:33.780]to learn something that they wouldn't normally
[00:14:35.820]in the classroom, in a hands-on active way.
[00:14:38.240]With embryology, those are typically done
[00:14:39.933]through school enrichment after school.
[00:14:42.828]We have anywhere from kindergarten
[00:14:44.070]through fifth grade running embryology,
[00:14:46.560]most of it's (drowned out by ambient noise)
[00:14:48.840]and really talking about the lifecycle,
[00:14:51.720]typically through hatching, hatching eggs.
[00:14:55.400]Some schools are doing other (mumbles) as well,
[00:14:59.360]through embryology.
[00:15:00.193]But we do reach many youth through embryology
[00:15:03.860]at multiple sites across the state.
[00:15:06.920]We also have afterschool programs and clubs.
[00:15:09.720]That out-of-school time is another one
[00:15:11.650]of our focus times that we would reach youth.
[00:15:14.720]And a lot of our programming is focused on animal science.
[00:15:16.960]So the animals inside and out curriculum,
[00:15:19.160]the ag study and science,
[00:15:20.530]that is through the ag festivals curriculum,
[00:15:22.560]are also utilized in afterschool programming.
[00:15:24.950]And our Doctor Cupp has done some afterschool programming
[00:15:28.610]for some of the locals schools as well.
[00:15:31.220]So hopefully there's teachers also reaching out to faculty.
[00:15:33.967]And I think that's a way
[00:15:35.230]that we can do some discussion on that later,
[00:15:37.930]on how we can help you kinda bridge that gap
[00:15:41.484](audio warps) as well.
[00:15:43.731]Then there's some other, maybe newer, programs,
[00:15:46.800]like the Nebraska Fed Steer Challenge,
[00:15:48.890]which (audio warps) coming up with a new name,
[00:15:50.865](audio warps).
[00:15:52.340]I'm wrong about that one.
[00:15:53.770]But several of you were on that committee.
[00:15:55.530]So I know Doctor Bur-stain, Doctor Riley and Doctor Crable,
[00:16:00.310]Doctor Schmitz, all serving on that committee
[00:16:02.800]along with a few of us from 4-H as well,
[00:16:05.660]to try and get a new opportunity out there to 4-H youth.
[00:16:09.040]So another good partnership (audio warps).
[00:16:12.120]The 4-H Cat Club I put on here.
[00:16:14.120]So Doctor Carr has been working on that,
[00:16:16.967]and that's really, it's really your project.
[00:16:18.950]But it's another way for 4-H to be able
[00:16:22.190]to maybe reach out to our families,
[00:16:25.040]to be able to get that information about your program.
[00:16:26.907]And that's a really interesting and successful program
[00:16:30.540]that started off small but has really blossomed
[00:16:33.230]and a new way to reach youth, another livestock opportunity.
[00:16:38.126]NYBLS is another one.
[00:16:39.230]I just met with a couple members
[00:16:40.640]of the NYBLS committee earlier today.
[00:16:42.510]And that's another good partnership that we,
[00:16:45.350]obviously it's an animal school program,
[00:16:47.080]but there are several, or a couple of us with 4-H
[00:16:49.730]that (drowned out by coughing) get word out
[00:16:51.710]about that program to all of you.
[00:16:54.356](woman speaks off-microphone)
[00:16:55.258]Nebraska Youth Beef Leadership Symposium.
[00:16:57.701]Yeah, sorry.
[00:16:59.370]It's a long title, so I like to shorten it as much as I can.
[00:17:02.830]And then Makin' Bacon is another similar.
[00:17:04.440]So Doctor Riley, Doctor Sullivan work on Makin' Bacon.
[00:17:10.380]We don't necessarily have a seat at that table,
[00:17:12.150]but (drowned out by ambient noise) another program
[00:17:13.973]that we can get information out about, (audio warps).
[00:17:17.410]Thinking about these types of programming,
[00:17:20.510]programs that we already have,
[00:17:22.240]really looking at other ways we could collaborate
[00:17:24.650]or help bridge that gap between our families
[00:17:29.130]and getting them animal science information.
[00:17:31.290]One thing that's not represented on that screen
[00:17:33.070]of the list of our current efforts,
[00:17:34.970]and you were able to identify many of you who teach
[00:17:37.980]and participate in that capacity,
[00:17:39.960]there's also been a long history of curriculum development
[00:17:42.240]that's been supported by this department
[00:17:43.690]and providing the expertise and the content areas
[00:17:45.720]to help write curriculum that's into manual form
[00:17:50.040]or review activities that are part of us here,
[00:17:52.548]the structures that we have available.
[00:17:55.280]So that's also been an effort
[00:17:56.490]that we didn't list there on the screen,
[00:17:57.690]but I just wanna say we are very appreciative of
[00:18:00.190]and will continue to need that expertise
[00:18:04.180]as we move forward, as we hire our staff and faculty
[00:18:07.240]around the youth development expertise.
[00:18:09.330]We serve a lot of young people in this area,
[00:18:11.000]and we need your expertise to make sure
[00:18:12.420]we're providing the most current information about that.
[00:18:15.030]Absolutely.
[00:18:17.470]The other kind of side of it,
[00:18:19.050]we have our direct animal science programming that we do,
[00:18:21.230]but we also have our career and college prep piece.
[00:18:25.560]This is a key initiative for Nebraska 4-H.
[00:18:28.280]We do have a team
[00:18:29.500]that supports college and career readiness.
[00:18:32.500]And really that team help to work with recruitment,
[00:18:35.109](audio warps).
[00:18:35.942]So we do have representation to all four districts
[00:18:39.610]that are helping to kinda hit those recruitment markers
[00:18:44.850]that we wanna reach across the state,
[00:18:47.190]and also helping recruit young people for college.
[00:18:50.500]So we have certain programs like Connecting the Dots,
[00:18:53.610]Next Chapter, a new program that's rolling out,
[00:18:56.330]Mapping Your Success, that we're training local ESUs in.
[00:19:00.630]And so this is the piece where really,
[00:19:03.200]we're just wanting to get you interest in a pathway.
[00:19:06.890]So animal science fitting directly into that,
[00:19:09.691](mumbles) work well with Alley
[00:19:11.440]and some of these efforts as well.
[00:19:14.400]We know that 4-H'ers do go on to higher education.
[00:19:17.820]That's one thing we're very proud of.
[00:19:19.440]And so of those 4-H'ers who participated
[00:19:22.290]in 4-H through high school,
[00:19:24.340]96% are pursuing post-secondary education,
[00:19:27.170]and 33% of those are attending UNL.
[00:19:30.460]So this is something, I think,
[00:19:31.700]that when we talk about collaboration
[00:19:33.320]and partnership with the department,
[00:19:35.703]this is (audio warps) keep doing, help you.
[00:19:37.983]I'll just follow up that last section
[00:19:39.840]and say that that's the data that we collected
[00:19:41.480]from seniors exiting the 4-H program
[00:19:44.240]who've been in 4-H three or more years,
[00:19:46.210]and we had multiple years of data collection on that school.
[00:19:50.030]We're moving forward in a different direction
[00:19:52.050]and establishing a partnership
[00:19:53.770]with the National Clearinghouse
[00:19:55.560]to do a bit more intentional tracking,
[00:19:57.230]not only of, do they go on to higher ed, but where are they?
[00:20:00.400]So we're working on our first wave of collecting that data,
[00:20:03.350]where we'll take the list of names
[00:20:04.790]of young people who graduated high school
[00:20:06.990]and participants in our club program,
[00:20:09.770]and then run that through the NationaL Clearinghouse
[00:20:12.120]six months post graduation to get a list of,
[00:20:15.040]where did they end up in terms of higher ed,
[00:20:16.970]what degrees are they pursuing.
[00:20:18.770]And we'll follow each grade or each group of young people
[00:20:22.480]through what's recommended at about the six-year mark
[00:20:25.130]to really track for persistence and degree completion.
[00:20:28.540]So we're trying to get really intentional in that space
[00:20:30.480]about understanding where do our young people go on
[00:20:32.530]to higher ed,
[00:20:33.880]and where are our alumni once they leave graduation,
[00:20:37.920]or leave post-secondary education.
[00:20:40.450]So just wanted to give you a bit of a teaser.
[00:20:42.210]We don't have data on that yet,
[00:20:43.400]but that's our next effort in terms of data collection
[00:20:46.190]in that space.
[00:20:47.230]Very excited to be able to track that.
[00:20:48.243]That'll be very helpful.
[00:20:50.600]So why we're all here today.
[00:20:53.350]This all started really.
[00:20:56.215](man speaks off-microphone)
[00:20:57.162]Oh, you don't--
[00:20:57.995]Patrick, you're awesome.
[00:20:58.828](audio warps)
[00:21:01.450]One of the things I know in, like,
[00:21:03.370]I'm speaking fairly (audio warps)
[00:21:06.410]is our wish to try to interact students
[00:21:09.440]who are in urban school systems,
[00:21:12.920]since we feel we're missing them
[00:21:14.930]in terms of kids (audio warps) background.
[00:21:18.390]So in some of the tracking, are you getting a sense
[00:21:20.510]of where the students are matriculating
[00:21:23.010]during their high school (mumbles).
[00:21:24.800]Are they primarily students coming out of rural communities,
[00:21:29.150]or are we drawing into 4-H into higher education
[00:21:33.510]in our area from urban communities?
[00:21:36.540]In terms of those numbers
[00:21:38.190]that you see there on the bottom of the screen,
[00:21:39.790]they represent all 12th graders.
[00:21:41.880]And I don't have the breakdown as to
[00:21:43.520]how many of that graduating class is urban versus rural.
[00:21:46.730]But I could certainly provide that to you
[00:21:48.730]just in terms of percentage of (mumbles) kids
[00:21:52.810]persists in 4-H and end in 12th grade, how many of them
[00:21:56.320]are from urban versus rural communities.
[00:21:57.870]We could certainly look at that data.
[00:22:00.130]The other thing I think that,
[00:22:01.610]and Ashley, maybe you can (mumbles) on some more,
[00:22:03.210]as we think about those program areas
[00:22:05.560]that were up there on the screen earlier,
[00:22:07.320]some of those, like New Science Field Days,
[00:22:09.290]are probably more traditionally in our rural communities,
[00:22:12.640]though not all.
[00:22:13.473]But school enrichment is really one of those strategies
[00:22:15.930]in afterschool where we're really trying
[00:22:17.540]to better serve our urban communities,
[00:22:20.820]knowing that they may not interface
[00:22:23.110]with the traditional club program.
[00:22:24.974]That's just different in trends.
[00:22:27.458]And so certainly we're thinking about that as well,
[00:22:30.377]how do we reach into that underserved population?
[00:22:32.580]Or not underserved but urban population,
[00:22:34.750]which happens to be underserved for us in some ways.
[00:22:37.840]Programs like Next Chapter, we're working with admissions
[00:22:40.740]to go into Benson and Bryan
[00:22:44.880]to offer a program that's specific to those urban schools.
[00:22:48.690]And it's really more general than certainly animal science,
[00:22:51.830]but covers a lot of outlay,
[00:22:54.030]helping them persist into higher education.
[00:22:56.470]And so there could be opportunities
[00:22:58.620]to engage with those types of efforts,
[00:23:00.390]where we're already positioning ourselves,
[00:23:02.600]and then certainly to engage with our faculty
[00:23:04.400]in both Lancaster and (mumbles).
[00:23:06.787]And then Hall, Hall, the other area Grand Island,
[00:23:09.680]where we have large school systems
[00:23:12.080]that you could certainly find opportunities to work with.
[00:23:15.690]I would say (drowned out by ambient noise)
[00:23:17.469]I think you're right,
[00:23:18.302]so trying something like enrichment in urban areas.
[00:23:19.670]So we're looking at what we would call metro (audio warps).
[00:23:22.920]So we give lessons (audio warps).
[00:23:24.440]But if you look at Carney, Grand Island, Hastings,
[00:23:27.237](audio warps), those are very represented
[00:23:30.230]in our (audio warps) Connecting the Dots program
[00:23:33.870]and Next Chapter program.
[00:23:34.820]So we are reaching those youths
[00:23:37.650]through (audio warps) school enrichment program.
[00:23:42.330]Great question.
[00:23:44.420]So while here, so (audio warps) and I had a conversation,
[00:23:48.460]it was probably May this last year, right,
[00:23:51.550]a little bit about how we partner
[00:23:53.680]and in different ways that we kinda help each other out
[00:23:56.420]in doing some of this.
[00:23:57.390]So (drowned out by sneezing) through the afternoon,
[00:23:59.607]and I think we have a breakout room booked,
[00:24:03.090]if you wanna continue the discussion when we're done here.
[00:24:05.140]But we had some kind of question,
[00:24:06.380]to think about expanding our reach.
[00:24:09.020]We're thinking about taking 4-H and unifying programming
[00:24:12.250]to the next level.
[00:24:13.580]What's really, what do you feel
[00:24:15.200]is the next step for 4-H programming
[00:24:17.950]in animal science across the state?
[00:24:20.030]How do we get more people to know and access that?
[00:24:23.540]Who else should be engaged?
[00:24:24.730]Who else needs to be at the table
[00:24:25.960]to have either these types of discussions
[00:24:28.070]or to bring in some of the programs.
[00:24:30.420]And what additional resources or partnerships (audio warps)
[00:24:33.717]are needed to do that?
[00:24:35.300]But we welcome any thoughts around these questions,
[00:24:37.430]any others, any questions about
[00:24:41.040]what we've shared with you so far.
[00:24:44.236]Yes.
[00:24:45.069]Is there any interaction between 4-H and FFA?
[00:24:48.260]How does that work?
[00:24:49.370]That's a great question.
[00:24:50.400]But I think that we're really strengthening
[00:24:52.180]our global partnerships between 4-H and FFA,
[00:24:54.207]and in most areas across the state.
[00:24:57.120]We know that we really overlap, and we see that.
[00:25:00.553]So I would say at the state fair,
[00:25:03.200]and from our state contest level,
[00:25:05.420]we do quite a bit of overlap.
[00:25:08.000]A lot of those programs that we listed
[00:25:10.030]are done in FFA classrooms across the state.
[00:25:12.680]So we're really trying, working hard
[00:25:14.990]to strengthen work relationships.
[00:25:16.280]But that's definitely one that's an easy partnership
[00:25:19.373]or easy relationship in local communities.
[00:25:21.795]And New Science building is right there,
[00:25:23.614]and (audio warps)
[00:25:25.610]classroom, (audio warps) participate in that.
[00:25:28.280]Yeah, and what we'd love to see,
[00:25:29.880]and I've noticed a lot more recently,
[00:25:32.180]if we look at things like ag festivals
[00:25:34.350]and animals inside and out programs,
[00:25:36.700]a lot, and since those are for elementary and youth,
[00:25:39.300]a lot of our local 4-H staff are reaching out
[00:25:42.640]to their local FFA programs.
[00:25:44.190]And those (audio warps) are coming to teach
[00:25:47.020]the younger youth in one of those sessions.
[00:25:49.150]So really kind of a great
[00:25:50.630]student-teacher presentation format for those.
[00:25:56.570]How much training or interaction
[00:25:59.350]do you have with teachers?
[00:26:01.570]Because they could, you teach a teacher,
[00:26:04.527]and then they have a really broad (audio warps).
[00:26:08.495]But maybe it would be harder for you
[00:26:09.990]to collect each of those youths.
[00:26:11.550]But you have, you know, leverage, teachers.
[00:26:16.280]Absolutely.
[00:26:17.150]Our animals inside and out program actually was,
[00:26:20.270]we did a train the trainer in Omaha
[00:26:22.270]for afterschool programs.
[00:26:23.860]And so they have done that program in Omaha
[00:26:26.750]for elementary afterschool.
[00:26:30.535]Some of the college and career prep,
[00:26:32.270]the direction we're really going in is to look at ESUs
[00:26:34.610]and to train those ESUs maybe as a teacher (audio warps)
[00:26:38.190]is a guidance counselor, whoever that may be,
[00:26:40.430]on some of this information.
[00:26:42.573]They need to do more.
[00:26:43.428](audio warps) that's kind of a model
[00:26:44.590]of what we're looking at doing more of.
[00:26:45.820]But we definitely at least have those contacts.
[00:26:49.090]I think that's something that we can work on together.
[00:26:51.880]Also think depending on
[00:26:53.470]how many schools you're serving in your county,
[00:26:55.640]it's pretty important for school enrichment dissemination.
[00:26:58.720]So thinking about embryology here in Lancaster county,
[00:27:01.800]trying to get into every one of the classrooms
[00:27:04.300]in all of the LBS schools.
[00:27:05.990]They're going in and providing sort of a foundation
[00:27:09.030]and training to teachers to carry that out
[00:27:11.230]and then coming back and doing maybe the final visit
[00:27:13.610]or maybe their intermediate visit.
[00:27:14.810]So we're certainly leveraging them
[00:27:16.710]in the duration of carrying out those programs.
[00:27:19.670]Embryology is one that is in both urban areas.
[00:27:22.050]I know we, it's operationalized in that way.
[00:27:26.570]We simply wouldn't have the manpower
[00:27:28.780]to be at every one of those classrooms
[00:27:32.125]for every one of those lessons.
[00:27:33.340]So certainly it's part of the dissemination program
[00:27:35.380]for a lot of the school enrichment programs.
[00:27:37.990]Connecting the Dots is a similar effort,
[00:27:39.900]where we're providing to the classroom
[00:27:42.450]what I would consider, like, pre-work,
[00:27:44.200]prerequisite work that we ask them to do in the classroom
[00:27:46.840]before they attend one of the daylong convenings
[00:27:50.130]around Connecting the Dots.
[00:27:52.350]So a partnership thing that used to be,
[00:27:55.250]and not necessarily with 4-H,
[00:27:56.540]the teachers had the opportunity to come during summer
[00:27:59.980]and run through a program.
[00:28:02.030]I haven't seen that as a way for some of us
[00:28:04.930]to do basic science who don't have extension appointment
[00:28:08.480]to be able to engage,
[00:28:11.740]because we might do more basic things
[00:28:14.090]that would kind of lay the foundation.
[00:28:18.388](audio warps)
[00:28:20.940]It's a little different but it makes me think
[00:28:22.300]of another pilot that Dr. Ashu Guru,
[00:28:24.740]who is our engagement curriculum specialist,
[00:28:27.570]is working on,
[00:28:28.570]where he's using graduate students in the departments,
[00:28:32.090]and they Zoom in or Skype in to local programs
[00:28:35.610]to provide that content expertise.
[00:28:37.380]So there's a three-way partnership
[00:28:39.310]between the classroom teacher,
[00:28:41.210]the local 4-H development person,
[00:28:44.240]and then this graduate student
[00:28:46.070]who has content expertise in their department.
[00:28:48.710]And then they collaboratively teach,
[00:28:51.240]I think it's six-session
[00:28:53.390]or six-week school enrichment program,
[00:28:56.040]to try to connect the three areas of expertise.
[00:28:59.200]So that's a pilot right now, and I think
[00:29:01.670]we hope to expand that further as we move forward.
[00:29:03.990]Kinda working out the kinks on that.
[00:29:05.790]You made me just remember,
[00:29:06.950]so I actually didn't mention this,
[00:29:08.220]but Doctor (audio warps),
[00:29:09.053]you've done some of the Next Chapter,
[00:29:12.330]what are we calling those, ask the scientist,
[00:29:15.270]is that what we're calling them?
[00:29:16.283]Oh.
[00:29:19.740]I think it was Ask the Professor, something like that.
[00:29:22.920]Yeah, I've done two of 'em.
[00:29:25.100]Basic way high school aged youth,
[00:29:29.520]mostly juniors and seniors,
[00:29:31.660]basically can connect via Zoom
[00:29:34.290]and they, for an hour or half hour, 45 minutes,
[00:29:38.310]simply ask questions, ask any and everything
[00:29:41.520]related to college,
[00:29:44.557]how to prepare, what classes are like.
[00:29:47.780]Some of 'em I can answer, some of 'em I couldn't.
[00:29:51.070]Great opportunity to get face time with students
[00:29:53.470]and get visibility for animal science.
[00:29:56.760]We appreciate you doing those.
[00:29:57.700]And I know the kids really love that part
[00:29:59.480]of the Next Chapter program.
[00:30:00.622]So that's one of their favorites.
[00:30:02.417]But reminding me about it as well.
[00:30:04.217]Trying to do some more, doing in and things (audio warps).
[00:30:11.201]Ron asked a question about large population centers
[00:30:14.040]and you gave a list, three cities.
[00:30:18.803]Has there ever been any thought
[00:30:20.150]about cooperatively working with people in Illinois
[00:30:25.130]or Minnesota or Colorado
[00:30:27.890]or where there's really big metropolitan areas,
[00:30:32.570]and trying to deliver some (audio warps) about agriculture?
[00:30:36.260]Have you (mumbles)?
[00:30:37.093]Have you, have you (audio warps)?
[00:30:38.491]It'd have to be a cooperative effort too, right,
[00:30:41.760]because you probably just can't go in there
[00:30:43.530]and do something.
[00:30:45.503]We certainly have partnerships
[00:30:47.040]with the 4-H faculty who are in those states,
[00:30:50.680]in those (mumbles) universities.
[00:30:52.570]I'm trying to think of if I know any example
[00:30:54.700]where we programmed.
[00:30:55.790]I can think of an example where we've done
[00:30:58.480]a shared research and evaluation work together,
[00:31:00.820]or operational work like the way
[00:31:03.290]we might collect data around enrollment.
[00:31:06.170]So a lot of that kind of collaborating.
[00:31:07.960]I'm not as familiar
[00:31:09.160]with program collaboration opportunities.
[00:31:11.660]But it's certainly an idea (audio warps).
[00:31:14.955]I don't think Kathy is here, Andersen.
[00:31:16.750]But she has done that with, a lot of those have been Zoom.
[00:31:21.300]But she's done that around the horse.
[00:31:22.750]But they've used, like,
[00:31:24.140]where maybe one week an extension she taught
[00:31:26.080]and then the next week someone at Michigan State taught,
[00:31:28.100]and another time it was someone from Kentucky.
[00:31:29.870]They (audio warps) them on Zoom where they had.
[00:31:33.031]Maybe that was geared more
[00:31:33.990]towards adult audiences, but still, it's an example.
[00:31:37.705]I think, yeah, I think a lot of the youth stuff
[00:31:39.700]using Zoom has been more recent,
[00:31:41.670]which actually like the time in (audio warps),
[00:31:44.057]like (mumbles) and the cat club,
[00:31:45.590]I was really, really nervous.
[00:31:46.710]I'm pretty sure I had some (audio warps)
[00:31:47.960]how nervous I was
[00:31:48.945]about teaching 10-year-olds using technology.
[00:31:53.710]But they can do it.
[00:31:55.860]I have (audio warps) 13-year-old
[00:31:57.230]who fixes all my technology problems.
[00:31:58.930]But they can do it way better than me.
[00:31:59.763]They actually love it.
[00:32:01.650]They like to show me their web cams
[00:32:04.110]and put their cat in front of the camera,
[00:32:05.830]like, their cats are the picture.
[00:32:09.340]So it is very easy to deal with young,
[00:32:12.900]my cat club kids are probably like eight to 12 range.
[00:32:16.110]And maybe their moms started for 'em,
[00:32:18.760]but they definitely do it all themselves
[00:32:20.420]once they're on there.
[00:32:21.253]You know, initially it started that we were,
[00:32:22.740]as a county, we're going to happen in development
[00:32:25.280]and then do the (audio warps) for that.
[00:32:27.418]And that was my freaking about about technology.
[00:32:29.010]And then I know I had a student
[00:32:32.325]in (mumbles) county who was in the cat club
[00:32:33.907]and just, I was, like, "I think Britney can handle that.
[00:32:36.667]"She got it."
[00:32:37.690]And she picked it up and ran with it and she loved it.
[00:32:40.478]And then it was a big (mumbles) in all the technology.
[00:32:43.060]So they are very well versed in that.
[00:32:46.244]I like the idea of trying to connect with,
[00:32:49.220]we don't have really large population centers
[00:32:51.540]like a lot of students do in Omaha and stuff.
[00:32:54.069]It's different.
[00:32:55.190]We have related, I can't recall
[00:32:57.130]the name of the program, we have a proposal
[00:32:59.220]young (audio warps) to, I don't remember what it's called.
[00:33:04.168](audio warps) PD Stub.
[00:33:06.690]What we purposely focused in on are urban schools.
[00:33:10.030]So we have seven schools, Omaha, Lincoln,
[00:33:16.480]Carney may have been the other.
[00:33:19.530]The (mumbles) several of these schools (mumbles),
[00:33:21.580]and we intended that.
[00:33:23.030]That's because Nebraska has just announced
[00:33:25.240]to do statewide science programming.
[00:33:29.620]We wanted to try to get in early
[00:33:31.820]and try to get (audio warps) by teaching teachers
[00:33:35.020]and getting them engaged with us
[00:33:36.620]to get what we offer as program into their curriculum
[00:33:41.050]as they're trying to move toward dealing
[00:33:43.470]with this new set of science literacy, STEM.
[00:33:48.586]We haven't heard back.
[00:33:49.610]I think we should.
[00:33:51.560]I don't know if that's good or bad at the moment.
[00:33:54.090]But I think part of the, the only reason I raise it is,
[00:33:58.260]we're concerned that we're losing out on urban kids
[00:34:01.760]getting a view of agriculture
[00:34:03.730]that we can't fix
[00:34:06.610]because they graduate from high school
[00:34:08.450]with certain perceptions of what we do.
[00:34:11.230]So it seems a really important area of the program
[00:34:13.170]is trying to reach those kids
[00:34:14.718](audio warps) high.
[00:34:16.250]And I think there's a view within the department
[00:34:19.150]we need to try to move towards working
[00:34:21.330]with these urban school systems and those kids.
[00:34:25.440]Clearly the 4-H, FFA component,
[00:34:27.920]that would work really nicely there.
[00:34:30.150]What type of programming are you thinking about--
[00:34:32.050]What we propose was a three-year, (audio warps)
[00:34:36.440]my memory'd be better.
[00:34:38.930]We broke it up into three disciplinary areas
[00:34:42.830]dealing with the ideas of sustained global
[00:34:45.060]beef cattle production.
[00:34:46.670]I'm happy to share that proposal.
[00:34:47.920]But it's a three-year program,
[00:34:49.917]intent was to have teachers on campus
[00:34:54.030]for a period of time, but a lot of it would be driven
[00:34:56.080]by online materials.
[00:34:58.030]So the intent would be to get them engaged with this
[00:35:00.530]before they were here for your workshops.
[00:35:03.750]But it's broken up into various areas
[00:35:05.970]of sustainable production.
[00:35:07.750]So there's a land component,
[00:35:09.550]there's more of a basic science component,
[00:35:12.405]and there is a, what was the third one?
[00:35:16.794]I don't feel so bad.
[00:35:17.929]There are three bets, very entertaining, very memorable.
[00:35:22.769]That (audio warps) relevant
[00:35:24.280]given the science curriculum.
[00:35:26.163]That makes me kinda jog back
[00:35:27.520]to your question, so while I couldn't come up
[00:35:29.530]with an example of programming,
[00:35:31.300]that training the trainer model
[00:35:33.582](drowned out by troat clearing) national programming
[00:35:34.910]is certainly something that we do
[00:35:37.000]through national meetings
[00:35:38.250]or through National 4-H Council
[00:35:39.640]helping support those kind of training opportunities.
[00:35:41.990]So while I don't know that I have experience
[00:35:43.283]going into other states and teaching,
[00:35:45.650]train the trainer in terms of curriculum
[00:35:47.410]that we would offer is the norm for us.
[00:35:49.897]And that happens in 4-H and Extension on a regular basis.
[00:35:53.460]One of the outcomes needed to be for the proposal
[00:35:55.725]is a broad agreement.
[00:35:57.110]We're trying to tie to national standards.
[00:35:59.240]So vary the program and (audio warps)
[00:36:01.267]extended (drowned out by ambient noise)
[00:36:02.537]suggested to other states (audio warps).
[00:36:05.605]Great.
[00:36:07.691]One question I had is,
[00:36:08.900]you talk about the STEM and ag.
[00:36:13.640]I guess, so I've heard that it is,
[00:36:16.410]person speaking from the Iowa Governor's Council on STEM,
[00:36:19.840]they said it really should be STEAM
[00:36:21.450]and agriculture should be the A in that.
[00:36:24.230]But is there, how much overlap do you have
[00:36:26.530]between teaching the science and STEM versus ag,
[00:36:29.700]and then the, you know, using ag,
[00:36:33.390]introducing the people that are maybe not typical ag
[00:36:35.980]but teaching about the science,
[00:36:37.610]because some of the work that physiology does and others
[00:36:40.250]is really basic science.
[00:36:43.240]And also, you know, being in meats area,
[00:36:46.130]they connect to food using some of those examples
[00:36:49.440]in the STEM areas as opportunities,
[00:36:52.060]but even cross-linking the other way,
[00:36:54.130]saying, you're adding production,
[00:36:56.730]but what's the science being it,
[00:36:58.679]and digging deeper in that.
[00:37:00.810]I'll start then you can chime in.
[00:37:02.560]I think when we talk about teaching
[00:37:03.900]through a science literacy framework,
[00:37:05.520]that's what we're referring to.
[00:37:07.250]But the content, though, inherently important
[00:37:09.130]and the way that we prepare our instructors
[00:37:12.530]to go out and teach is really content-based,
[00:37:13.776]not, like, saying what's the science framework
[00:37:16.270]through which we delivery.
[00:37:18.410]They refer to the way that we assess science
[00:37:21.450]or STEM outcomes, or really things
[00:37:23.460]around general attitudes, perceptions and behaviors
[00:37:27.530]around science, technology, engineering and math
[00:37:30.060]and aspirations to go on to higher ed in those areas.
[00:37:33.140]So I think we're saying the same thing.
[00:37:34.550]Like, we're really trying to hear our instructors
[00:37:38.270]and educators, assistants and volunteers
[00:37:40.270]who are delivering programming to teach
[00:37:42.640]whether it is robotics or animal science
[00:37:45.390]or rocketry or any of those that have a STEM foundation,
[00:37:49.120]we teach that through a science literacy
[00:37:51.040]or a STEM framework.
[00:37:53.520]So I think we're saying the same thing.
[00:37:55.610]But that is important to what we do.
[00:37:58.180]And when you see that concentric circle
[00:38:00.380]on the middle of our table about science literacy,
[00:38:03.890]that's what that means, is that we teach
[00:38:05.680]a lot of our topic areas through that lens
[00:38:07.500]and through that framework.
[00:38:09.420]That make sense?
[00:38:11.940]I would just (audio warps)
[00:38:12.951]these are two things.
[00:38:14.720]That's a good question (audio warps).
[00:38:17.470]Ag instead of art (audio warps),
[00:38:19.040]I don't know how people feel about that,
[00:38:20.446]but it's an interesting idea, it is.
[00:38:25.254]And that was (audio warps)
[00:38:26.087]before I head H, the arts--
[00:38:27.302]Oh, well, (laughs).
[00:38:28.497]This is, like, you know,
[00:38:31.160]it's an application (audio warps) science.
[00:38:34.477]We have a clothing curriculum
[00:38:35.772]that you just (audio warps)
[00:38:36.605]and they use the arts reference,
[00:38:39.158]for each clothing interaction
[00:38:40.600]through science, technology, engineering, math.
[00:38:44.430]You know, (audio warps) think about
[00:38:46.243]reaching urban communities,
[00:38:50.264]we should think of (audio warps)
[00:38:52.650]trying to get them to change some of their perceptions,
[00:38:56.220]get them interested in agriculture.
[00:38:59.600]You know, I think about how to get them engaged.
[00:39:05.300]And in my mind, with the technology now
[00:39:09.150]and where they interact, I see no reason
[00:39:14.040]why we can't do this, like, have little video clips
[00:39:16.823]where, and maybe you're just out
[00:39:18.430]in the middle of a field somewhere
[00:39:19.640]and you're just, like, "Okay, this is what's going on today
[00:39:21.927]"and this is why we do whatever it is," right,
[00:39:24.170]or "this is how we mix the ration,"
[00:39:26.440]but help them understand not just the science
[00:39:28.779]but might be able to help them to see
[00:39:31.710]some of the other things, right,
[00:39:33.540]for instance that we care about the cattle
[00:39:35.980]or we care about the animals that we're taking care of,
[00:39:38.600]and this is why we do this or this is why we do that,
[00:39:41.690]and kind of bring in some of that ag literacy
[00:39:44.640]that maybe stem the tide of misperceptions, I guess.
[00:39:51.600]The hard part of that is that we,
[00:39:55.187]that is all of us (audio warps) grouping,
[00:39:58.330]is that we wanna make sure through the college students,
[00:40:01.510]there's nothing that we do
[00:40:03.020]that might be construed incorrectly in all of these things.
[00:40:07.600]And so we tend to let that get a little bit
[00:40:10.213](audio warps), right?
[00:40:11.790]Well, they'll bring out their phone
[00:40:14.780]and start videoing what you're doing.
[00:40:17.590]Oh, that's scary, right?
[00:40:19.450]I mean, that'd be scary for me.
[00:40:21.290]But when I think about what they see now,
[00:40:24.560]they're on Twitter, and somebody puts up
[00:40:26.070]all that 60-second video and they show whatever,
[00:40:29.752]and that's how they get their information.
[00:40:32.350]And so, how do we use that to our advantage?
[00:40:35.140]They're used to receiving information that way.
[00:40:37.364](audio warps)
[00:40:39.200]to do that very low input
[00:40:42.760]and actually reach them.
[00:40:44.720]One thing I think (drowned out by coughing)
[00:40:46.390]proposal would be to use almost 3D camera perspective
[00:40:50.700]of a cow grazing in a pasture.
[00:40:54.040]And then actually getting plants out of the ground
[00:40:55.853](audio warps),
[00:40:58.030]and then doing nutrient analysis of the soil,
[00:41:00.277]of the plants.
[00:41:01.270]And actually I have dried plants as part of demonstration,
[00:41:04.929]as part of labs.
[00:41:05.762]So it's to try to do that in a way that,
[00:41:09.968]on cameras, (audio warps) that YouTube quality.
[00:41:13.580]But how do we do it well enough
[00:41:15.000]that we can (audio warps)?
[00:41:17.110](audio warps) really good point.
[00:41:18.700]And we've struggled with the, like,
[00:41:20.357]it has to be polished, it has to be perfect
[00:41:22.482]before it goes out (audio warps).
[00:41:24.342](drowned out by coughing and banging)
[00:41:27.243]no error, that's really kind of
[00:41:29.279](mumbles) that box a little bit
[00:41:30.760]and it's truly professionals videoing themselves,
[00:41:35.580]that's where kids are at.
[00:41:36.476]That's what they're used to seeing
[00:41:37.309]on SnapChat, different things.
[00:41:38.440]So it is us having to (chuckles) get over that.
[00:41:41.510]But we do have a couple of different pieces,
[00:41:44.290]raising Nebraska building in (mumbles).
[00:41:47.590]The career team is working on putting together
[00:41:49.700]some AR pieces that can go on with careers
[00:41:53.382]and (audio warps) animal science is represented
[00:41:55.900]in part (audio warps) issues
[00:41:57.790]what we know how do to well.
[00:41:59.447]And then the STEM careers issue team
[00:42:04.930]does some virtual field trips that they,
[00:42:08.235]where you get to send out to classrooms (audio warps).
[00:42:10.237]And those are, like, professionally done videos.
[00:42:12.800]But they'll come up.
[00:42:13.783]But if you have some great ideas
[00:42:14.920]on one that you wanna pitch to that team,
[00:42:17.350]I'm sure they would love to look at the field trips,
[00:42:19.910]like, on animal science or one of research facilities
[00:42:23.270]or whatever that may.
[00:42:25.001]I think you're totally right
[00:42:25.834]that two-minute YouTube video is the way
[00:42:28.980]consumers of all types are receiving information now.
[00:42:32.030]And so how we capitalize on that
[00:42:33.330]and not be afraid to (audio warps),
[00:42:35.895]put it out there into circulation.
[00:42:37.920]And I think that one of the ways
[00:42:39.609]we could think about that is
[00:42:40.800]to be intentional about using that kind of footage
[00:42:43.470]in a couple of ways,
[00:42:44.560]one, the direct consumer or direct to learner,
[00:42:48.100]where we post it and post it and wait for people
[00:42:50.940]to find it and click on it.
[00:42:52.960]The other is, packaging that
[00:42:54.380]as part of a learning series or a learning opportunities
[00:42:57.320]where that's just another tool (audio warps)
[00:42:59.240]curriculum or placement where it's subbed in.
[00:43:02.310]So I think as you're thinking
[00:43:04.310]about doing those kind of videos,
[00:43:05.620]thinking about how much mileage you can get out of those.
[00:43:08.000]But the other thing is, there's certainly a placement space
[00:43:11.970]for both of those more polished level of resource
[00:43:15.080]and the quick and easy, two-minute,
[00:43:18.860]I'm out here, I'm gonna show you something
[00:43:20.260]really practical (audio warps).
[00:43:21.860]And I'll just share that because we've recently
[00:43:23.930]gone through developing a online learning module series,
[00:43:27.900]just focused for 4-H practitioners, not end people.
[00:43:31.540]With the children you can see animal studies department,
[00:43:33.630]they have an instructional designer there.
[00:43:35.390]If you are considering developing
[00:43:37.310]anything more polished like that,
[00:43:39.280]I would just plug to that department and that designer.
[00:43:42.270]They've been exceptional to work with
[00:43:43.660]in terms of understand the, in our case,
[00:43:47.090]the youth and the learner states
[00:43:48.840]and (audio warps) look like.
[00:43:51.000]So I'd be happy to share that reference,
[00:43:53.270]if that's what you're after.
[00:43:54.680]In that process, we thought we were developing that
[00:43:57.680]for a (audio warps) learning experience,
[00:44:00.280]where that could go on the (mumbles)
[00:44:02.230]as we were launching those.
[00:44:03.720]Pretty quickly we were getting calls from other people,
[00:44:05.890]saying, "You know what, I'm gonna use this
[00:44:07.200]"as a foundation for a train the trainer piece
[00:44:10.007]"I'm gonna go in and deliver."
[00:44:11.640]So they use our video as a way to supplement
[00:44:14.441]the discussion and curriculums,
[00:44:16.058]they play a little bit of it, have a discussion,
[00:44:18.610]play a little bit more, have a discussion.
[00:44:20.200]So then sort of midway, we said, "Okay,
[00:44:22.207]"well, if you're gonna be using it that way,
[00:44:23.867]"then we start providing supplemental materials."
[00:44:26.370]So along with this video, we also have these handouts
[00:44:29.190]if you're gonna use it in a classroom setting more,
[00:44:31.620]or whatever.
[00:44:32.453]So yes, absolutely maximize and think about that
[00:44:35.190]from all angles to get the most bang for your buck
[00:44:36.950]out of that kind of stuff.
[00:44:43.380]I'm, I am somewhat (audio warps) here.
[00:44:48.270]But it seems to me that an ideal circumstance is one
[00:44:55.010]where the students in the classroom
[00:44:58.710]are exposed to a concept or a knowledge or information
[00:45:04.434]and that's reinforced and augmented
[00:45:07.310]by the youth programs, 4-H, FFA and so forth.
[00:45:13.796]And so it seems to me that the ideal way
[00:45:17.590]for that to work is for that to be
[00:45:19.590]kind of a coordinated effort.
[00:45:22.110]And, you know, again, it's been a while
[00:45:25.660]since my kids even been in school, let alone me.
[00:45:27.970]But I get a sense that the instructors
[00:45:34.980]in their public schools have a set list of things
[00:45:40.263]that they have to cover.
[00:45:42.970]And so in some ways it seems to me
[00:45:45.140]maybe the most effective way to work
[00:45:49.350]is to provide tools
[00:45:51.060]for them to cover those required elements
[00:45:55.570]that have agriculture integrated into there.
[00:46:00.813]Is that plausible, is it possible?
[00:46:05.170]Do teachers say, "Okay, I got a list of concepts
[00:46:09.137]"I've gotta cover, so I've gotta go in my own mind,
[00:46:12.187]"create ways to deliver that,"
[00:46:15.590]or do they, when they get their list of things
[00:46:18.503]they have to teach, are they given
[00:46:22.070]the building blocks to present that?
[00:46:24.140]And if that's the case, then we ought to be
[00:46:27.460]on the ground floor with those building blocks.
[00:46:30.750]And if it's not the case and it's up to the teacher,
[00:46:34.417]then we ought to be building content and program
[00:46:40.210]for those teachers to meet what they're required to cover
[00:46:44.990]while coordinating the supportive activities around that.
[00:46:50.400]Maybe I'm just restating the whole concept, I don't know.
[00:46:52.880]But I'm confused about how we integrate in.
[00:46:57.020]It seems like we're on the outside,
[00:46:58.720]trying to do everything we can to help,
[00:47:01.030]but we need to be inside if we can.
[00:47:03.637]I'll started to say like that
[00:47:05.644](drowned out by sneezing) really important strategy,
[00:47:07.214]and can get certainly probably do more of that.
[00:47:09.270]That is a pretty strong part
[00:47:11.270]of the way we develop curriculum,
[00:47:12.620]and make sure that curriculum is tied to school standards.
[00:47:15.580]And when we approach a shool about school enrichment,
[00:47:19.000]that is the conversation we're having.
[00:47:20.590]If these are the standards (drowned out by ambient noise)
[00:47:22.350]third grade, here are ways
[00:47:24.330]we believe we can supplement that.
[00:47:25.700]So that's, you know, really that structure
[00:47:27.970]has forced us to come to the plate in that way
[00:47:29.790]and say, "Now we want time in your classroom.
[00:47:31.757]"We feel like we have something valuable to offer,"
[00:47:33.510]but there has to be initial match there.
[00:47:35.420]So we have restructured a lot of our curriculum,
[00:47:38.650]and certainly the way we recruit
[00:47:40.480]and offer services to schools
[00:47:41.900]around the standards discussion.
[00:47:44.990]When you build curriculum,
[00:47:47.718]who uses your curriculum?
[00:47:48.990]Is that for 4-H educators, or is that for school teachers?
[00:47:55.930]Who do you build curriculum for?
[00:47:58.840]All of the above.
[00:48:00.338]Some titles are more tailored
[00:48:02.370]to one delivery mode than others.
[00:48:04.530]But certainly teachers are a large purchaser
[00:48:07.120]of the curriculum that we would develop,
[00:48:09.410]as well as other states and (audio warps) professionals
[00:48:11.900]and other organizations.
[00:48:14.770]We know that particularly
[00:48:17.380]our elementary teachers maybe aren't just comfortable
[00:48:20.810]with science, with teaching science, right?
[00:48:22.440]High school may be a little different.
[00:48:24.050]But for sure elementary teachers, (audio warps).
[00:48:27.190]So any of these programs, curriculum that we can get them,
[00:48:31.750]they love, they're all in on those.
[00:48:34.150]And typically the feedback we get
[00:48:35.820]on any of our festival show programs is
[00:48:38.240]that these are things we cannot do in the classroom.
[00:48:40.970]So they need the hands-on pieces
[00:48:43.400]to really be able to get that information to click.
[00:48:46.160]So I don't know if that helps you (audio warps).
[00:48:50.700]I think the (audio warps).
[00:48:51.860]So we can provide this hands-on experience
[00:48:54.513]that in some ways is different
[00:48:56.030]than what they can do in the classroom,
[00:48:57.230]especially if they're coming to us.
[00:48:59.320]But in order for them to justify that time
[00:49:01.270]away from the classroom,
[00:49:02.470]there has to be a standards match
[00:49:04.750]for them to be able to say, "Yes, we're gonna invest
[00:49:06.657]"the resources here, and we're gonna invest time here,"
[00:49:09.290]because their time is also really carefully monitored
[00:49:13.550]towards meeting those standard benchmarks.
[00:49:15.950]And ideally, the ideal model
[00:49:17.380]is really that they either do pre-work
[00:49:19.180]before they get to those hands-on experiences
[00:49:21.520]or that they do post-work (audio warps), or both.
[00:49:23.640]So we know that teachers really want to get
[00:49:26.960]all they can out of (audio warps).
[00:49:30.350](man speaks indistinctly)
[00:49:31.364]Yeah, I was gonna say,
[00:49:32.320]what you're saying is probably (audio warps)
[00:49:34.100]after school and extra activities, perhaps,
[00:49:37.360]rather than in the classroom.
[00:49:41.523](man and woman speak over each other)
[00:49:43.981]My experience is, they are pretty structured.
[00:49:46.190]They have a curriculum that,
[00:49:48.090]my dad taught school forever.
[00:49:50.200]They, the school board decides what curriculum they use.
[00:49:54.840]And so you'd almost have to be an advocate
[00:49:58.070]into some of those curriculum decisions
[00:50:02.210]in order to get it more ag-based, I would say.
[00:50:05.820]Like, I (audio warps) no,
[00:50:08.250]they were told which books to use,
[00:50:10.480]what standards to meet.
[00:50:11.880]And so it doesn't give them as much leverage, I think,
[00:50:16.010]to do something during the school day stuff.
[00:50:18.880]So yeah, after school'd be much more important.
[00:50:22.377]And I don't know how much 4-H is able
[00:50:24.740]to cooperate with or integrate with school boards
[00:50:30.420]that make all those curriculum (audio warps)
[00:50:33.090]or administrators (audio warps).
[00:50:34.740]I think this is where 4-H can be really helpful
[00:50:37.250]in that we do foster those relationships
[00:50:39.600]with the local level,
[00:50:40.720]where we're administration (mumbles) delivery
[00:50:43.260]familiar with the programming that we do.
[00:50:45.482]And that really help,
[00:50:46.770]and the local (audio warps) as well.
[00:50:47.860]So that helps us to kind of have a foot in the door,
[00:50:51.127]'cause they know the quality programming
[00:50:52.913]that (audio warps) offer.
[00:50:54.540]Yeah, to your question about how involved are we,
[00:50:57.610]I don't know that we've really,
[00:50:58.790]or at least in my experience, been involved
[00:51:00.450]with school boards and saying,
[00:51:02.007]"Well, this is the seventh grade science book
[00:51:03.877]"we're gonna choose."
[00:51:04.890]But or role has really been in,
[00:51:06.710]how do we supplement that.
[00:51:08.440]And in our experience, like, (audio warps)
[00:51:10.740]is pretty rigid.
[00:51:12.310]There are times when they can bring in
[00:51:14.420]supplemental experiences, again,
[00:51:16.270]as long as they link back to support of the standards.
[00:51:19.490]So that's really been where we try to intersect,
[00:51:21.960]is not in, they're gonna choose their own curriculum,
[00:51:26.290]but what do we have, what resources to give
[00:51:28.100]that can help supplement their end goal as well?
[00:51:34.595]We do (audio warps) a lot
[00:51:35.428]since we do get that first through fifth grade,
[00:51:37.100]because the programming that we do,
[00:51:39.450]particularly in animal science and agriculture,
[00:51:41.770]works really well with the standards
[00:51:42.890]that are assisting those grade levels.
[00:51:45.890]It's easier for that programming age group.
[00:51:52.390]Other thoughts about creative ways
[00:51:54.410]we might collaborate,
[00:51:55.870]or ways that our youth development piece
[00:51:59.070]might be useful to you.
[00:52:00.039]I feel like that's often and (audio warps)
[00:52:01.916]where we're coming to you for expertise
[00:52:03.580]and would be open, too, if there are things
[00:52:05.440]we could provide to your team as well.
[00:52:07.920]So other thoughts about either of those questions?
[00:52:14.269]I would just say
[00:52:18.100]to me, the strength lies
[00:52:20.990]in matching the curriculum requirement.
[00:52:25.020]And it's hit, it seems to me, you know,
[00:52:29.410]if someone wants to look at those curriculum requirements
[00:52:32.240]with an eye toward where does animal science fit,
[00:52:35.641]maybe a little bit here, a little bit there,
[00:52:36.917]a little bit here, a little bit there,
[00:52:38.830]and create sort of a package that way
[00:52:41.520]that perhaps we have some leverage
[00:52:44.100]to get that into practice.
[00:52:46.860]I mean, I've spoken to high school teachers before
[00:52:50.830]on, you know, you give a little demonstration,
[00:52:53.940]here's something you might do in a classroom.
[00:52:56.362]There always seems to be a lot of interest,
[00:52:57.803]but to me, every time you hear the comment,
[00:53:01.667]"Well, we don't really have time to do that."
[00:53:03.720]And so, it's frustrating.
[00:53:08.300]And somebody, and I wish I could remember who,
[00:53:10.730]but a year or two ago I heard somebody talk about,
[00:53:13.223]I think it was at Soybean Board or somewhere,
[00:53:15.860]that took a more holistic view
[00:53:18.870]like I'm trying to describe in this.
[00:53:22.600]They described, well, they went to the math class
[00:53:26.620]and when the math was trying to teach
[00:53:29.300]a particular math concept,
[00:53:31.490]they created a series of examples using soybeans
[00:53:36.650]for that concept.
[00:53:38.310]And they kinda went through the entire program
[00:53:42.519]and found places where, okay,
[00:53:45.390]when the students in math today,
[00:53:47.210]they can get that program driven,
[00:53:49.490]and then when they're over here in another class,
[00:53:53.870]a different concept, but guess what?
[00:53:55.880]Soybean is the example you can use there as well.
[00:54:00.090]And so it just sounded to me like the right way
[00:54:04.390]to go about trying to embed in the curriculum
[00:54:09.600]the kinds of ag-focused knowledge
[00:54:14.140]that we wanna get.
[00:54:15.530]And it can be done in a conte-,
[00:54:17.970]I don't think, I don't think we're gonna be very successful
[00:54:22.660]going in trying to say, "Throw out what you got
[00:54:24.647]"and take what we have."
[00:54:26.231]But if (audio warps), if we can just figure out
[00:54:28.330]a key place where we can augment what they're doing,
[00:54:31.960]and I love the idea that that's coordinated
[00:54:34.980]with things that you can't do in the classroom
[00:54:38.940]because of time and resources and all the rest of that,
[00:54:43.100]that can be augmented through the youth programs.
[00:54:46.160]So I think that's a win-win.
[00:54:48.220]But without that connection to what they're doing inside,
[00:54:53.640]it just seems like we're banging on the windows,
[00:54:55.690]trying to get in, (chuckles)
[00:54:57.360]and with limited success,
[00:54:59.430]depending on what program happens to click with them.
[00:55:03.621]I would say a lot of our 4-H educators
[00:55:05.070]feel the same way,
[00:55:05.903]because it's such a process.
[00:55:07.480]So in forming a relationship and really networking
[00:55:11.310]is key still, (audio warps).
[00:55:13.834]Certainly worth a conversation
[00:55:14.667]about (audio warps),
[00:55:15.500]about, like, are there even a list of target standards
[00:55:20.130]where we might be the most effective
[00:55:22.620]in developing resources around this?
[00:55:24.580]There are lots of things where I could see
[00:55:26.960]multiple curriculums supplementing,
[00:55:29.370]but whether to target (drowned out by ambient noise)
[00:55:31.712]the best position.
[00:55:32.647]There are some newer
[00:55:34.540]middle school science ones.
[00:55:36.550]I think at middle school, I'm pretty sure it's science.
[00:55:40.247]There are, I forget the actual word,
[00:55:42.150]I don't know, whatever,
[00:55:43.273]but, like, problem-based.
[00:55:47.334]They have a certain term.
[00:55:48.510]I have (audio warps).
[00:55:50.309]I started having it.
[00:55:52.000]One of my friends who's a science teacher for LPS
[00:55:54.450]starting having to write a grant proposal.
[00:55:56.280]But they have, like,
[00:55:57.130]it's like a problem-based or issue-based,
[00:55:59.340]but they wanted some kind of an example
[00:56:01.720]and then the students have to, like, figure out
[00:56:04.140]it from that.
[00:56:06.440]So we talked about it a lot,
[00:56:07.590]because I think there's a lot of cool
[00:56:08.760]animal science examples
[00:56:10.324](audio warps) to pick up quite into those, right?
[00:56:11.360]So you have a problem and the students have to learn
[00:56:13.270]the science based on solving the problem.
[00:56:18.059]So my friend did hers on, like, plant behavior,
[00:56:23.440]like, you know, on plant behavior.
[00:56:24.640]So she and I keep talking, and I think I'll end up doing it.
[00:56:27.260]But the animal behavior one that would tie in after that.
[00:56:32.020]But since middle school science (audio warps)
[00:56:34.770]problem-based.
[00:56:35.603]I really felt (audio warps)
[00:56:37.011]there's a lot of ag examples you can put
[00:56:38.400]in a problem-based thing
[00:56:39.260]that would apply to a lot of people.
[00:56:41.470]And I think my bias, meat,
[00:56:44.940]my bias is if you, say, create something
[00:56:47.040]for a program, I'm thinking just one specific, right?
[00:56:52.600]Here's meat, here's what I want you to know about meat.
[00:56:54.980]But I think it's better and more effective if I say,
[00:56:59.537]"Here's some concepts," and then I (audio warps)
[00:57:02.780]is to apply that concept.
[00:57:05.890]It kinda turns my thought process upside down,
[00:57:10.870]but perhaps in a way that's more usable
[00:57:14.480]or approachable to those instructors.
[00:57:17.491]Yeah, 'cause partly, too,
[00:57:18.324](audio warps) this is right up.
[00:57:19.701]But instead of plant behavior,
[00:57:20.820]I got the (mumbles) plant behavior is not (mumbles) here.
[00:57:23.000]But, like, a plant behavior example
[00:57:24.420]where I was, like, in some area, right,
[00:57:25.810]these certain animals ate all the leaves
[00:57:27.800]off of these trees, well, then if I could
[00:57:29.298](audio warps) hormones and fraction
[00:57:30.600]and then how did that.
[00:57:31.680]So it was, like, all of these science concepts
[00:57:33.430]that rolled off of this one problem.
[00:57:36.390]But she was, like, "Our problem as middle school
[00:57:38.227]"science teachers is knowing whether those problems
[00:57:40.527]"that then" (audio warps)
[00:57:43.157](woman speaks indistinctly through warped audio)
[00:57:49.310]Yeah, um, just real quick.
[00:57:53.230]We have a lot of experience
[00:57:55.090]working with the club program, obviously,
[00:57:58.104]and PASE-type of activities.
[00:58:01.060]And it's very challenging to (audio warps)
[00:58:05.060]with how those kids look at those programs, (audio warps).
[00:58:11.596]I consider that our meat and potatoes programming.
[00:58:15.297]And actually that's probably where we're recruiting
[00:58:17.561](audio warps) students into our program as well,
[00:58:19.874]is through that element (drowned out by ambient noise).
[00:58:22.650]So please don't just dismiss how we work
[00:58:26.080]in that or (drowned out by ambient noise) space.
[00:58:29.550]I mean, all those other conversations are very important,
[00:58:31.850]but for me, it's a challenge, you know,
[00:58:34.690]how try and keep things fresh.
[00:58:36.860]Yeah, how do I keep poultry judging fresh
[00:58:40.450]and kids interested, wanting to come to it
[00:58:43.060]or poultry exhibition.
[00:58:46.870]Those things we need to repackage almost,
[00:58:51.037]I don't know how often, but it's a challenge.
[00:58:53.900]Yeah, no, absolutely.
[00:58:55.260]And you're exactly right, like,
[00:58:56.320]certainly we have spent a lot of time
[00:58:58.210]talking around afterschool and school enrichment.
[00:59:01.050]The club program's incredibly strong in Nebraska
[00:59:03.470]and will continue to be, that is certain.
[00:59:06.538]And I think about, you know, your specific area of work,
[00:59:09.467]you know, how we continue to provide
[00:59:13.190]train the trainer approaches to the faculty
[00:59:15.830]and educators across counties
[00:59:17.780]who may not have any expertise in your content area.
[00:59:20.740]And we'll continue to rely on this department
[00:59:23.050]for that in a large way
[00:59:24.610]because we're not hiring educators
[00:59:27.990]with expertise in any one of your discipline areas,
[00:59:30.310]we're hiring them with expertise (audio warps).
[00:59:32.630]Right, so that's communicating to us
[00:59:35.880]how do we deliver modules to help them use that
[00:59:39.560]with their leaders and their youths.
[00:59:42.677]I have to do a lab for Doctor Riley next week,
[00:59:45.560]and we're just, the graduate students,
[00:59:47.530]their assignment is (audio warps)
[00:59:49.450]short video of each section of that lab,
[00:59:52.860]and so we can use that in 4-H
[00:59:54.957]and in FFA training, absolutely.
[00:59:57.350]But then my next question is,
[00:59:59.090]how do I get those videos reviewed,
[01:00:01.350]how do I get credit as a specialist
[01:00:04.371](drowned out by coughing) those modules?
[01:00:07.610]We're not getting a lot of training
[01:00:08.760]on how to do this kind of stuff, Jill.
[01:00:11.200]I don't know the answer
[01:00:12.120]to part B of your question.
[01:00:13.817]Part A of your question, certainly we got a resource
[01:00:17.760]in terms of (audio warps).
[01:00:19.387]I know that person (audio warps) for us.
[01:00:21.310]But I wonder if we could even, like,
[01:00:23.910]look to him to help us develop sort of a framework
[01:00:27.110]for overview and almost a template approach--
[01:00:31.440]Would be helpful. To that.
[01:00:32.920]Yeah, and I think we need to kinda, again,
[01:00:35.200]have this discussion up here in the 4-H office.
[01:00:39.390]How do we reface ourselves
[01:00:43.430]and keep this curriculum fresh,
[01:00:46.600]keep students wanting to engage?
[01:00:49.710]I think that's a great plan.
[01:00:50.710]I know working with a lot of new staff,
[01:00:52.660]like John mentioned, they (audio warps),
[01:00:54.710]maybe it's familiar in your content areas.
[01:00:56.790]So particularly thinking about PASE,
[01:00:59.750]they really want, and their volunteers as well,
[01:01:01.700]they really want to be comfortable
[01:01:03.470]before they come to the contest,
[01:01:04.980]in making sure our teams are prepared.
[01:01:06.640]So I think all of those different contests,
[01:01:09.290]having some sort of mock contest
[01:01:12.360]they can do at the local level,
[01:01:13.590]that's been of a lot of interest to a lot of 'em.
[01:01:15.310]So I (women speak over each other)
[01:01:17.020]really (audio warps) what we can do for that audience
[01:01:21.720]to keep it fresh, help more engagement
[01:01:25.410]out there in the state.
[01:01:26.600]'Cause it's growing so fast at the (audio warps).
[01:01:29.380]And it's same content for both.
[01:01:31.500]I can create content for both at the same time.
[01:01:34.620]Would it be helpful to get that,
[01:01:36.513]the group of you who do the PASE contest together
[01:01:39.280]and kinda have a brainstorming session about that?
[01:01:41.480]Probably, probably.
[01:01:44.110]NSU, you work with some of the same issues,
[01:01:46.000]I'm sure, (audio warps).
[01:01:48.440]Well, I'm kinda (audio warps).
[01:01:51.230]We were scheduled to be in 211 to do the session.
[01:01:54.961](drowned out by ambient noise)
[01:01:56.774]It's my fault.
[01:01:57.607](people speaking over each other)
[01:01:58.589]Whoever is here, we should thank them
[01:01:59.643]for the seminar.
[01:02:01.593](audience applauds)

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Tags:
ashley benes
inspiring young animal scientists
jill lingard
nebraska 4-h
university of nebraska-lincoln department of animal science seminars
unl department of animal science

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"Nebraska 4-H: Inspiring Young Animal Scientists"

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