The UConn 4-H Military Partnership Project joined forces with the Subase Exceptional Family Member Program (EFMP), Subase New London School Liaison Officer, University of Rhode Island 4-H, CT and RI National Guard CYP Coordinators, and New London County 4-H clubs for a “Barnyard Boogie” family sensory afternoon. Hosted by Horses Healing Humans, a partnering agency with VETSCT.ORG (Veteran Equine Therapeutic Services), local businesses, non-profits and Mental Health Professionals collaborated to make possible this free event for military-connected EFMP kids to meet kid-friendly barnyard ponies, goats, chickens, rabbits, sheep, and dogs. Over forty youth connected to the 4-H animals, many meeting a farm animal for the first time. Four 4-H clubs attended with animals in tow. This event will become an annual experience for our military families. Proud moment of the day involved one school-age boy, who, after much encouragement from his mom, tentatively reached out one finger to touch Trinket the sheep’s fleece. An expression of pure joy flooded his face, and he threw both arms over Trinket and buried his face in her fleece.
A group of military affiliated youth recently wrapped up a six-week session of lessons about saving, spending, earning, and the value of a dollar, and their time. Following the Reading Makes Cents 4-H Afterschool Curriculum Guide, participants were able to inspect the hidden secrets of a dollar, learn about saving and spending, needs and wants, and budgeting and sharing (donating to those in need).
Each meeting was started with reading aloud a picture centered on the lessons for the day. The kids had a great time examining needs and wants through a fun experiential game where they decide what is actually necessary to spend money on. They ‘earned’ a week of minimum wage, and then were able to ‘shop’ some catalogs with prices listed – their money was more carefully spent when they considered the time it had taken them to earn it! They brainstormed options available for them to earn money (yard sale of their old toys, lemonade stands, chores for people), as well as ways they can give back to the community with their time instead of giving money.
The stories The Hard Times Jar and If You Made a Million were the clear favorites. A visit from a Navy Federal Credit Union representative helped them explore credit and investments through age-appropriate games and rounded out the experience by providing families with information on the options available through the bank for military affiliated youth. To round out the experience with some real living history, the participants visited Boston, visiting the USS Constitution (the oldest commissioned ship in the Navy) and the Paul Revere house, ‘paying’ for their trip with tokens earned at the classes for attendance and good behavior. Overall, the experience will hopefully produce some great financially wise futures!
According to a 2014 study conducted by the Connecticut Jump$tart Coalition for Personal Financial Literacy, only 10% of Connecticut high school students participated in a personal finance class annually. Fewer than 20 high schools required students to take a personal finance course prior to graduation. According to the Report on the Economic Well-Being of U.S. Households in 2015 by the Federal Reserve System, “Forty-six percent of adults say they either could not cover an emergency expense costing $400, or would cover it by selling something or borrowing money.” Young people need opportunities to learn about money and practice those skills to prepare for their financial futures.
Every 4-Her has the opportunity to learn about finances through their projects and activities. As a member of a local 4-H Club, they are likely to pay dues to cover the cost of their various activities. This fee (usually a dollar or two) may be used to pay for snacks, a club t-shirt, jacket, or supplies. Most clubs have officers including a treasurer who will record these funds under the supervision of an adult leader. In addition to learning about the financial aspects of their specific project such as animal husbandry, science and technology, leadership and community service, 4-H members can register for projects such as money management, consumer education, or financial literacy.
When 4-H members begin a project, they need to write down their project goal. This is great practice for managing their own finances as they will need to identify their personal financial goals and determine their priorities. 4-H members complete project record sheets for their major projects. If they spent money to complete their project, they document it. For example, when a 4-H member has a horse project, they need to consider all the costs involved in keeping that animal alive, healthy, and safe. They inventory their supplies and write down the financial value of those items. Expenses related to feeding and health such as veterinarian bills and costs related to participating in competitions are recorded. This practice reminds them that there are usually costs involved in almost any project they choose. A 4-H alumnus reports “We had to keep records of animals, breeding, litters, sales, [and] showing [events] as well as expenses such as grain, hay, feed and water bowls, carrying cages for showing, and entry fees… becoming responsible for keeping a written record for expenses and income.” In a consumer and family science project such as sewing or childcare, they record any expenses or financial values of items related to their projects such as patterns, fabric, and thread in sewing, or games, books, videos, or craft supplies to entertain young children.
4-H members have the opportunity to serve on county and state planning committees such as 4-H Citizenship Day and 4-H Advisory committees. They review the costs related to the event from the previous year to help in determining the budget for this year’s event. As a committee, they will discuss different ideas for the event and will learn that any changes they make in the program may also affect the final cost, learning financial decision-making and the need to balance income and expenses. In addition, they can become involved in county fair boards where one responsibility of each officer role is financial management. One 4-Her shared “When I was treasurer, I learned more about the financial system in 4-H. I was required to count money during the fair weekend and compare the income to past years. As Coordinator of home arts, I was responsible for calling a vendor with a request for tables. I had to know the estimated amount needed and get the estimate for the fair meeting. For entertainment, I was responsible for filling out forms for performers to ensure they were paid.“
Throughout a youth’s time in the UConn 4-H program, there are many opportunities to learn and practice financial decision-making and responsibility.
Talking to Katie Adkins you get a sense that anything in life is possible. That with a little hard work and enthusiasm you can accomplish anything. And that’s exactly what she has done. Katie is the owner of Plymouth Meats in Terryville, CT, a full service USDA inspected facility from harvesting to packaging all done under one roof. Her bright smile and infectious laugh make it seem like being a wife, mother, 4-H club leader and business owner is all part of a day’s work. The hard work ethic and drive to succeed came at a young age as Katie had to rise at 4:30/5:00 am to take care of the animals on her family’s farm. Her father jokes that when Katie was little they had 4-6 beef cows. But as Katie grew the herd grew as well to over 80 cows.
Katie grew up on Blue Moon Farm in Harwinton where her family raises Hereford beef cattle along with pigs, lambs, poultry, rabbits and goats. They process and sell meat from their own cattle. Plymouth Meats is the retail store for their farm products. They also do live animal sales. Both Katie and her parents are members of the New England Hereford Association. Her father is the President. As Hereford breeders, they also focus on genetics and perform embryo transfers as well. Katie joined the 4-H program at the age of 12 and was a member of the Litchfield County 4-H Beef Club, where she served in several officer positions, did public speaking and showed her cattle at the local fairs and the Big E. She is now in her fifth year as the leader of the same club. In taking over leadership of the club, she explains that they started out with only a few youth but have grown to 12 youth currently. She lost a lot of the older youth who aged out of the club. Their parents had beef cows and grew up on family farms. The current crop of youth are younger and only three of them have project animals. The rest are there because they also love the animals and want to come to the fair and help with the projects.
Katie has them come to her farm occasionally for meetings to get hands-on experience. Some of the kids who have multiple animals will share them come fair time so everyone in the club gets to have show experience.
Katie attended Wamogo High School and then went to Delaware Valley University in Pennsylvania where she majored in large animal science and Ag Business. She finished college in 3 ½ years and landed a good job cutting meat at a small store. She decided to forego additional schooling for a career harvesting and processing meat with the goal of starting her own business. In 2011 she started the permitting process for her business which had to be approved by the town. Finding a building was the next step along with the remodeling process which took an additional 2 ½ years. In October 2017 Plymouth Meats was officially up and running. Katie explains that she was only doing custom processing at the time. It was January of 2018 when the 7,000 square foot building was completed and in March of that same year she came under inspection so that the business could do harvesting and processing.
Plymouth meats also offers seasonal deer processing and buys in some other products for weekly specials which Katie promotes strictly through social media. She also goes to the Collinsville Farmer’s Market.
Katie states that the leadership and people skills learned through 4-H provided a good foundation to help her with her business. The life-long friendships established through 4-H have also been wonderful in a lot of ways. Some of these friends are now customers and people she helps out with their 4-H clubs.
A lot of her 4-H members are realizing that 4-H provides great leadership experiences. Watching older club members help younger members is a really nice thing to see. Katie explains that 4-H teaches kids responsibility especially when it comes to the care of their animals. She states that 4-H kids seem to have a better work ethic and do well working as a team. These are all skills Katie learned as a child and uses every day running her business.
April 6-11 I was fortunate enough to be selected as part of the Connecticut delegation sent to Washington D.C. for the 2019 National 4-H Conference. I was a part of the Entrepreneurship round table and we were tasked with answering a set of questions for the United States department of labor. The challenge question tasked to us was as follows, “It is estimated that fifty percent (50%) of the U.S. workforce will be freelance workers by 2027. What is the Gig economy and what are the characteristics that make it so alluring to youth? What are the kinds of skills entrepreneurs need to be successful and in what ways is entrepreneurial, skills training taught? How important could an innovation-based entrepreneurial economy be to a rural area?” These questions were tough to answer at first but with the help of my round table, which consisted of 15 4-Hers, 14 from the United States and one boy from Saskatchewan Canada, we were able to begin answering the questions quickly and efficiently. We prepared a 30 minute presentation for select members of the United States department of labor and the presentation went very well. Many of these members have been receiving the presentations done by 4-Hers for many years now and as a group the members said our presentation was among the best they’ve ever seen. I learned a lot at this conference about leadership and it tested my public speaking skills as I met other 4-Hers from around the country and as I talked with high ranking officials., Leadership skills came into play in the planning stages of the round table discussions as we needed to put together a very large, multi-parted presentation with people we had never met before. I learned a lot from this conference as well about the industry that I want to go into.
I want to be an entrepreneur and own my own horseback riding facility when I’m older so through the topic of entrepreneurship at conference I learned a lot about what I will need to do in order to be successful in my field.
Why donors should fund these trips?
My experiences in 4-H surpass anything else I’ve done in high school or my other clubs because of the important life skills I’ve gained from these 4-H trips. I have been a part of various different clubs and sports throughout my youth, but the only thing I truly stuck with was 4-H because even at a young age I understood that in 4-H I was being taught important life skills that I would gain no where else. 4-H has taught me a lot about the importance of public speaking and being able to communicate effectively with others. From my first public speaking competition in 2015 where I was barely able to finish my presentation to placing 5th at the Eastern National 4-H Horse Contests in the Individual Presentation contest at the end of 2016, I have shown immense amounts of growth in being able to speak well. From there as I continued to work on my speaking skills I’ve made it to the Connecticut state public speaking finals four times.
Once my public speaking skills were improved through 4-H, I turned my focus to becoming a better leader which 4-H teaches so well. I worked my way up the ranks of my club to become club president for three years. From there I felt I had improved my leadership skills enough to become a superintendent of the Horse Exposition at my local 4-H fair, which is a fair entirely run by 4-Hers. I was able to implement an entirely new event at this fair from my skills learned about leading a group from my local 4-H club. I am now a ranking officer at my fair.
4-H is also a great place for kids to learn interpersonal skills and how to make friends. When you first join 4-H or go on your first national trip, it is likely you will know no one. This encourages kids to make new friends and connections and step outside of their comfort zone, possibly even for the first time. My experiences in 4-H are matched my nothing, and I truly thank the wonderful leaders and extension agents I’ve come to know for that.
Lauren Marshall (’18 ENGR, ’19 ENGR MS) and Hannah Kalichman (’15 CLAS and ’20 LAW) are poised to graduate from UConn and have an impact on our community when they enter the workforce in their respective fields. Both are alumni of the UConn 4-H program, and we recently sat down with them to learn how 4-H shaped who they are today.
Lauren joined the Cock-A-Doodle-Moo 4-H Club in Tolland County at age seven. Over the years of her involvement, she showed goats, sheep, horses, and rabbits before joining the Hebron 4-H Horse club to focus on her equine project.
Hannah moved to Connecticut with her family the summer before fourth grade, and soon found herself as a member of the Cock-A-Doodle-Moo 4-H Club, where she met Lauren, and they became close friends. Hannah started with a miniature horse, progressed to goats, and also showed dairy cattle for several years. “I got involved with each species,” Hannah says, “and then met more people and my involvement grew. I couldn’t have done it without the 4-H club.”
Both participated in 4-H Horse Camp, competed in public speaking, and in the horse judging, hippology, and horse bowl academic contests. “All of the learning it took to be an involved 4-H member was challenging,” Lauren says. “It was learning how to study and overcoming a fear of public speaking at 8 or 9 years old.” Both note that there are lifelong rewards for overcoming challenges and facing fears.
“Taking the time to learn about horse health care, diseases, symptoms, and training was important,” Lauren says. “I rescued a Haflinger mare, and bring- ing her back to health and ride-ability needed to be a slow process. When she was healthy again, and had a new lease on life, I finally got to ride her, and that was really rewarding.
“The record keeping was the hardest challenge for me,” Hannah says. “It taught me not to procrastinate, and now I never put anything off. Collectively, all of the behind the scenes efforts at the 4-H fairs and horse shows is one of my favorite memories. A lot of time, hard work, and effort goes into getting an animal into the show ring, and I always loved that part of 4-H.”
The experiences in 4-H have helped shape the successful UConn careers of both Lauren and Hannah. Hannah graduates from the UConn Law School in 2020, and wants to clerk for a judge before focusing on one area of the law. She enjoys litigation and being in court, so may pursue that path.
Lauren graduates with her masters in May 2019, and will return to the Naval Undersea Warfare Center in Newport, Rhode Island where she interned in the summer of 2018, to begin her full-time position. Lauren also begins her PhD program in mechanical engineering on a part-time basis in the fall of 2019.
“All of my 4-H experiences impacted my course work at UConn,” Lauren says. “Public speaking, studying, working
in groups – all of these are required in college, and I learned them in 4-H. I was a teaching assistant and member of the Engineering Ambassadors club, and public speaking was essential for both, it was a natural progression for me from public speaking in 4-H to public speaking in my roles at UConn.”
“100% of my work ethic is from 4-H, it totally translates into what we’re doing now,” Hannah says. “My January 2019 argument in the Appellate Court in Hartford felt just like giving a set of oral reasons in a judging contest. We competed in 4-H public speaking for so long, and got very comfortable with it.”
UConn 4-H was one of 10 states selected for a pilot program, in the form of the Common Measures 2.0 Cohort Challenge Grant, to implement Common Measures program evaluation. The evaluation instruments Common Measures 1.0 and Common Measures 2.0 were created by National 4-H to help 4-H staff with planning and assessing local, state, and regional programs.
Many 4-H Extension educators find it challenging to evaluate the impacts of their programs across different subject matters, and to share resources, learned skills and knowledge with other youth educators who share their vision. As a part of
the Common Measures pilot program, a team of UConn 4-H professionals, Jennifer Cushman, Ryan Faulkner, Maryann Fusco-Rollins, Miriah Russo Kelly, and Nancy Wilhelm, joined forces to try this innovative approach to program evaluation.
Common Measures 2.0
Common measures are designed to measure the impacts of 4-H programs in science, healthy living, citizenship, college/career readiness, and positive youth development. The goal of Common Measures is to establish a common core of youth outcomes and indicators consistent with the National Institute of Food and Agriculture Plan of Work system. This includes using information from a national database for evaluating, improving, and reporting on programs and their impacts.
The UConn 4-H team developed a user-friendly survey platform using online Qualtrics software for the National 4-H Common Measures 2.0 instrument. While developing this platform the team also focused on building capacity and excitement in the 4-H program around data collection, analysis, and communication. Data communication uses tools such as Stats iQ and social media.
The 4-H team designed an annual survey that can be used by UConn 4-H youth to capture data relevant to each individual’s program participation. The team customized features in Qualtrics to match surveys to participants’ UConn 4-H program experience, ensuring they received relevant surveys.
Once completed, surveys were emailed to 4-H youth members’ parents/guardians, for consent. After parental consent was received, the 4-H youth could participate in survey. The surveys were designed to be short and engaging. In this pilot year we collected surveys from 127 4-H members enrolled in science projects, 109 in healthy living projects, 151 in civic engagement projects, 168 in college/career readiness programs, and 131 in mindset and social skills, referred to as the universal measures. The team developed this evaluation platform with an eye on the future, and is now poised to conduct a 5-year longitudinal study of program impacts.
In November of 2018 the team hosted the Northeast Region 4-H Evaluation Capacity Building Training Event with participants from Connecticut, Delaware, Maine, Maryland, New Jersey, New York, Pennsylvania, and Vermont. This event had two tracts, basic and advanced, and covered three areas, data collection, data analysis, and data communication.
Before delving into each of the three topic areas, Miriah Kelly presented a comprehensive overview of key terms
and concepts. In the area of data collection, Jesse Mullendore from University of Nebraska-Lincoln presented on collecting data using Common Measures 2.0, and Ryan Faulkner covered creating a survey in Qualtrics.
In the area of data analysis, Teresa McCoy from the University of Maryland demonstrated ways to analyze data in Excel and Maryann Fusco-Rollins demonstrated analyzing data using Stats iQ. The final segments focused on data communication where Renae Osterman from the University of Nebraska-Lincoln discussed the basics of using the Common Measures reporting template and John Wilson of the University of Connecticut discussed Tableau, a more advanced tool for data visualization.
The Northeast Region 4-H Evaluation Capacity Building Training Event took place one month before the end of the UConn 4-H Common Measures 2.0 Cohort Challenge Grant. The team is now working on their next steps of analyzing and communicating the data from this first year. Knowledge gained from this research, and insights from the longitudinal study will be used to advance positive youth development and professional competencies by providing a means to ensure that programs are intentionally designed and providing meaningful engagement for all our UConn 4-H youth participants.
UConn 4-H is the youth development program of UConn Extension. 4-H is a community of over 6 million young people across America who are learning Science, Technology, Engineering and Math (STEM), leadership, citizenship and life skills through their 4-H project work. 4-H provides youth with the opportunity to develop lifelong skills including civic engagement and healthy living.
Using STEM concepts, 4-H members develop, design, and practice their robotic skills through various local, regional, and national programs. In addition, the 4-H’ers maintain engineering journals of their robot design process in order to develop and strengthen their record keeping skills. Participants also demonstrate and hone their public speaking and research skills through competitions and presentations.
Members implement the values of the 4-H motto to Make the Best Better by improving their robot after practice and competition sessions.
Eight youth from the Granby 4-H Club along with their leader, Rachael Manzer, a UConn 4-H volunteer, successfully launched three experiments into space on a NASA rocket in 2018. Manzer is the STEM coach at the Winchster Public Schools, and leads youth in three robotics project areas as part of the 4-H curriculum.
Cubes in SpaceTM is a global competition designed to help students ages 11-18 develop curiosity, and logical and methodical thought. Selected participants launch experiments into space annually at no cost to the participants. The program is managed by idoodledu inc., and collaborates with the NASA Goddard Space Flight Center’s Wallops Flight Facility, NASA Langley Research Center, and the Colorado Space Grant Consortium.
It took the Granby 4-Hers approximately four months to write their experimental proposals based on their interest, long hours of research, and thinking. These proposals were then submitted to Cubes in SpaceTM where experts reviewed all applications. After making it through the first round, 4-Hers answered questions, revised their proposals, and resubmitted them for a second review.
4-H members note that they have benefited from participating in the 4-H Robotics Program by gaining and enhancing their skills; for example, in the area of spatial geometry or in programming using the C language. Also, these experiences have provided opportunities for them to demonstrate and strengthen their teamwork and cooperation skills in preparation for their future education and careers.
Final decisions were made after months of waiting. All three Granby 4-H proposals were selected as part of the 80 experiments chosen from the 450 total proposals submitted by youth from the U.S. and international locations.
The three experiments from the Granby 4-H Club included “Bees in Space” where honeycombs were launched, “Rubber Bands in Space,” and “Gallium in Space,” all of which were proposed by the 4-Hers themselves.
Bees in Space
The “Bees in Space” experiment studied if honeycomb changes shape during flight. Club members took pieces of honeycomb from the club bee hive to design the experiment. The research question was: Will
the honeycomb change its shape during a flight to space?
When colonizing a planet, a constant food source is necessary. Bees are necessary for pollinating plants which creates food and oxygen. When bees were first sent to space in 2009, the bee eggs did not hatch and the bees died. The bees likely used all their energy on the hive. To help the bees
preserve their energy, the team sent up a honeycomb to eliminate the need to build one. This experiment looks at if the honey- comb shape is strong enough to withstand a flight on a rocket.
Rubber Bands in Space
The “Rubber Bands in Space” group evaluated how rubber bands are affected by a microgravity environment by creat- ing a rubber band ball. Rubber bands are used by astronauts as part of their exercise equipment. This team hypothesized that if the rubber band ball is exposed to a micro- gravity environment, then the rubber bands will change and no longer be as effective or work at all.
They believed the temperature on the rocket space flight would melt the elastics together slightly, cool back down, and cause them to dry. The team thought the rubber band ball may not bounce as high as it did before, and it may bounce at dif- ferent angles instead of just straight up and down, especially if it melts.
Gallium in Space
Gallium is a post transition metal. What is so unique about this metal is that it has a melting point of 29.77 degrees Celsius (85.586 F). Gallium doesn’t occur as pure Gallium in nature, but as a compound with other metals. These compounds are
often used as semi and superconductors. On its own, gallium is a semiconductor. Gallium’s most similar alloys are used in LEDs and diode lasers.
Gallium is a soft metal and might change shape due to motions during space flight. If gallium doesn’t change shape,
it may be one of the best conductors of electricity used in space. The team hypothesized that gallium would change shape during space flight, due to heat when exit- ing the atmosphere.
All participants of the 80 selected experiments were invited for the launch at NASA Wallops Center in Virginia where they presented their experiments to an audience of 300 people that included NASA and Cubes in SpaceTM officials, other participants, teachers, sponsors, and family members.
Members gained valuable experiences through participating in the Cubes in SpaceTM project. 4-Hers learned the importance of working together, how 4-H and STEM fit together, and learned the process of doing research. The experience provided the Granby 4-H members with the opportunity to practice problem solving skills, answer their own questions, embrace their curiosity, and gain valuable experience in the world of STEM.
In April, the Power Surge 4-H Robotics team from Fairfield County was in Maine for a FIRST Robotics Competition. Here is a recap of their competition:
“Things went well in Maine, but we got knocked out in the quarterfinals on our third match for best two out of three.
We were scoring “Hatch” pieces well with a guaranteed climb in every match during qualifications, but we had tough losses by just a few points, and ended up 22 out of 31. However, our scoring and defensive ability was recognized enough to be selected to join a three team alliance to go to eliminations.
In the quarterfinals we had to play defense to shut down the scoring of the second ranked alliance, and got roughed up enough to damage our climber mechanism. With that damage, we just missed our second win to move on to semifinals.
The high honor of the competition was that we won the “Creativity” award for robot design. This really energized the team to not only be recognized for a unique and effective robot climbing design, but also the ability of the students to effectively communicate the strategy and design process to the judges.
The students incorporated the lessons of 4-H into their discussions with the judges and it was reflected in the announcement of the team as the winner of the Creativity award.
Looking back on where we came from, having no shop and equipment in December, this has really been a miracle season to get to where we are and be recognized with an award. We now have a great foundation to really develop the team further next year. We plan to have training classes for the students over the summer in electronics and programming to get a jump on more advanced control techniques for next year.
We will continue competing in post season competitions around New England in late spring and the fall, to give the younger students some competition driving experience. New students can learn from the seniors’ competition experience before they graduate.
Now that the serious competition is over we are concentrating on “catching up” on our 4-H commitment. Members will be getting their binders up to date etc.
Thank you again to the UConn 4-H – Fairfield County program for all your support. Below are a couple of links that FIRST posted on their sites (Twitter and Instagram) because our design was so unique.”
Do you enjoy working with children? Want to share your time and talents with young people in the community? Like to have fun, learn new skills and make a difference? Then being a 4-H volunteer is for you!
4-H volunteers play a significant role in helping youth to reach their potential. As a volunteer, you will help youth in your group learn leadership, citizenship and life skills through projects and activities. If you have a hobby or interest you would like to share with young people such as photography, leadership, animals, plants, fishing, drama, community service, computers and technology, woodworking, fashion design, arts and crafts, rocketry and more, consider becoming a 4-H volunteer.