© 2014 Regents of the University of Minnesota. All rights reserved. Blending Passion with Service: A Youth Development Focus WESTERN REGION E-FORUM PRESENTED BY: JUDITH A. CONWAY EXTENSION EDUCATOR & ASSISTANT PROFESSOR, UNIVERSITY OF MINNESOTA EXTENSION CENTER FOR YOUTH DEVELOPMENT NICOLE POKORNEY EXTENSION EDUCATOR & ASSOCIATE PROFESSOR, UNIVERSITY OF MINNESOTA EXTENSION CENTER FOR YOUTH DEVELOPMENT

© 2014 Regents of the University of Minnesota. All rights reserved. OBJECTIVES  Understand how utilizing a youth-adult partnership approach with a joint understanding of youth voice in community service can promote civic engagement.  Understand the importance of igniting passion in young people.  Introduced a community action program planning model to use in your club/group.

© 2014 Regents of the University of Minnesota. All rights reserved.

YOUTH PROGRAM QUALITY ASSESSMENT (YPQA) Plan Make choices Reflect Partner with adults Lead and mentor Be in small groups Experience belonging Engagement Reframing conflictEncouragement Skill building Active engagement Session flow Welcoming atmosphere Supportive Environment Interaction Safe Environment Healthy food and drinks Program space and furnitureEmergency procedures Psychological and emotional safety Physically safe environment 4

© 2014 Regents of the University of Minnesota. All rights reserved. CIVIC ENGAGEMENT Individual and collective action designed to identify and address issues of public concern.”

© 2014 Regents of the University of Minnesota. All rights reserved. EXPERIENTIAL LEARNING CYCLE

© 2014 Regents of the University of Minnesota. All rights reserved. Investigation Preparation Meaningful Service Reflection Demonstration Celebration Sustain “Now What” Youth Voice Reflection Youth Voice Reflection CREATING CIVICALLY ENGAGED YOUTH PEOPLE ONE STEP AT A TIME COMMUNITY ACTION SERVICE-LEARNING CYCLE

© 2014 Regents of the University of Minnesota. All rights reserved. YOUTH SERVICE CONTINUUM Volunteering  volunteerism refers to “people who perform some service or good work of their own free will without pay, (Toole & Toole, 1992). Community Service  Community service is the engagement of students in activities that primarily focus on the service being provided as well as the benefits the service activities have on the recipients. (Furco, 1996) Service-Learning  particular emphasis is placed on defined goals and process to create learning that occurs pre-; during-; and post- the service-learning experience Volunteering Community Service Service Service- Learning a continuum going from being aware of the 2009, p. 193)

© 2014 Regents of the University of Minnesota. All rights reserved. YOU TUBE VIDEO Discuss questions with two or three people  What did you learn about youth voice and youth-adult partnerships?  What elements of service did you see?  What elements of learning did you see?  How does this service look the same or different than what you currently do?

© 2014 Regents of the University of Minnesota. All rights reserved.  …………….. Passion is defined as a strong inclination toward an activity that people like, find important, and in which they invest time and energy. (Vallerand, R. J. (2008)  ………………Feeling is defined as capacity for emotion, an emotional state or reaction. (Merriam-Webster)

© 2014 Regents of the University of Minnesota. All rights reserved. “By associating new information and skills with things students care about, teachers increase the opportunities for students to make the kind of meaning that becomes a long-term memory. Constantly asking the question, So What?” McGeehan, J. (2001)

© 2014 Regents of the University of Minnesota. All rights reserved. YOUTH ENGAGEMENT CONTINUUM

© 2014 Regents of the University of Minnesota. All rights reserved. Sparks Talents Interests Strengths What gives you joy and energy

© 2014 Regents of the University of Minnesota. All rights reserved. SPARKS What are your sparks??

© 2014 Regents of the University of Minnesota. All rights reserved. LEAD WITH PASSION “No matter how big or impossible the task, leaders find a way to get the job done. Their passion helps them to be creative and their persistence enables them finish what they start, whatever it takes.” ~Dr. Tim Elmore

© 2014 Regents of the University of Minnesota. All rights reserved. WANTED: Effective Facilitator of Reflection!

© 2014 Regents of the University of Minnesota. All rights reserved. ATTITUDES NEEDED:  Value reflection as a vital part of the experiential learning process

© 2014 Regents of the University of Minnesota. All rights reserved. QUESTION TO DISCUSS “How have you helped 4-H members find their SPARK?”

© 2014 Regents of the University of Minnesota. All rights reserved. Investigation Preparation Meaningful Service Reflection Demonstration Celebration Sustain “Now What” Youth Voice Reflection Youth Voice Reflection CREATING CIVICALLY ENGAGED YOUTH PEOPLE ONE STEP AT A TIME COMMUNITY ACTION SERVICE-LEARNING CYCLE

© 2014 Regents of the University of Minnesota. All rights reserved. WORK IN SMALL GROUPS Think about a current community service project that you do. Using this cycle of service and learning, what would you do differently? Use the second page of the handout to write down your ideas. Share with your small group.

© 2014 Regents of the University of Minnesota. All rights reserved. Global World Country Club and Community Home “Be difference makers. Sometimes the first step is the hardest. Sometimes the smallest step can make a big difference.”

© 2014 Regents of the University of Minnesota. All rights reserved. RESOURCES  America’s Promise Alliance; Found at promises/ promises/  Essential Elements of Positive Youth Development. Found at h.org/...Development/...Youth-Development/Essential-Elementswww.4- h.org/...Development/...Youth-Development/Essential-Elements  Eugene C. Roehlkepartain, Search Institute. (December 2007). Found at community-based-service-learning community-based-service-learning  generationOn (2006) Four types of Service-Learning. Adapted by Judith Conway. Found at page/files/taking_action_-_four_types_of_service_0.pdfhttp:// page/files/taking_action_-_four_types_of_service_0.pdf  Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S.,... & von Eye, A. (2005). Positive Youth Development, Participation in community youth development programs, and community contributions of fifth-grade adolescents findings from the first wave Of the 4- H study of Positive Youth Development. The Journal of Early Adolescence, 25(1),

© 2014 Regents of the University of Minnesota. All rights reserved. RESOURCES (CONTINUED)  McGeehan, J. (2001). Brain-compatible learning. Green Teacher, 64(7),  Murdock, S., Paterson, C., & Gatmatain, M. (2008). Youth in community decision- making: a study of youth-adult partnerships. Journal of Youth Development. Article #0803FA006  National Youth Leadership Council; Lift: Raising the Bar for Service-Learning Practice; Found at  National Youth Leadership Council. Found at high-quality-service-learning high-quality-service-learning  Search Institute Developmental Assets Research. Found at institute.org/system/files/40Assets_MC_0.pdftp:// institute.org/system/files/40Assets_MC_0.pdf  Sincero, Paula (2006) Inquiry-Based Learning. Found at  Sylwester, R. (1994). How emotions affect learning. Educational Leadership, 52,  Vallerand, R. J. (2008). On the psychology of passion: In search of what makes people's lives most worth living. Canadian Psychology/Psychologie Canadienne, 49(1), 1.

© 2014 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. This PowerPoint is available in alternative formats upon request. Direct requests to Thank you. For further information please contact: Judith A. Conway Nicole Pokorney