1. Vision, Thoughts, Plans & Perspectives to Support a Dynamic Extension 4-H Team Network Surrounding Program and Curricular Support Systems ~Nia Imani Fields

2. Overview My 4-H PYD Background A Systematic Approach to MD 4-H Program Development Questions/Discussion

4. My Professional 4-H PYD Career: 10 years as a Baltimore County 4-H Educator (tenured 2012). Focus on increasing outreach efforts & diversifying program participant base. Building a national reputation around outreach, diversity, social capital research & club/volunteer program development. Various leadership roles on state and national committees. MSU Urban Educational Leadership doctoral student.

5. V systems thinking “ V ision without systems thinking ends up painting lovely pictures of the future with no deep understanding of the forces that must be mastered to move from here to there”. ~ Peter Senge

6. A Systematic Approach to Curricula & Program Development UME Strategic Plan MD 4-H Program Structure Subject Matter Experts (SME) Signature Programs Statewide Impacts National Replication/ Reputation

7. Programming opportunities that meet emerging needs of diverse youth and adult audiences Urban programming across the four impact areas Signature programs across the State Use of standardized assessment to determine curriculum and program relevance Administrative and programming structures that allow more time for content development, pre-testing, and delivery New revenue streams Selected UME Strategic Plan Hallmarks of Success:

8. Maryland 4-H Program Structure

9. 4-H Natl’ Headquarters’ approach to CYFAR program development: 1.Use of research-based and evidence based information to inform the work 2.Broad leadership representation from across the Land Grant University System 3.Subject Matter Experts

10. Identify S ubject M atter E xperts within MD 4-H Provides knowledge and expertise in a specific subject or project Provides focus to the development of scholarship Increases national presence and revenue streams Provides a system for building knowledge and research based curricula/resources in Maryland 4-H Fosters increased opportunity to collaborate with other UMD colleges and departments Fits nicely within the cluster program model

11. How Does This Connect How Does This Connect ? Programs to meet emerging needs of diverse communities. Strat Plan Focus Areas to meet youth related priority needs. MD 4-H Structure Engages in research, development and delivery. Subject Matter Experts Nationally replicated solutions in communities related to priority needs. State Impacts

12. Professional Development Writing and curricula design Connecting to MSDE standards/guidelines/focus Cultural Proficiency…meeting needs of diverse youth and adult audiences Mentoring…supporting faculty…tenure related scholarship Curricula Development Related to MD 4-H priority needs…packaged programs…signature programs Subject Matter Experts UME Peer Review Process National 4-H Peer Review Process Evaluation Collaborating with 4-H Research Specialist & UME Asst. Director of Evaluation Collecting outcomes Documenting statewide impacts that relate to Strat Plan & MD 4-H priority needs National reputation that can enhance profession of PYD…increase revenue sourcesProcess:

13. N otable Examples of Curricula and Published Pieces Fields, N. & Nathaniel, K. (2015). Our role in and responsibility toward social justice. Journal of Extension, 53(5), 5COM2. http://www.joe.org/joe/2015october/comm2.php http://www.joe.org/joe/2015october/comm2.php Fields, N. (2015). We all want to be heard: Listening and responding to volunteers. University of Maryland Extension Fact Sheet 2015 FS-997. Fields, N. & Rafferty, E. (2012). 4 Youth, By Youth: Engaging Community Partners in 4-H Afterschool Programming. Afterschool Matters, 15 (Spring 12), 26-31. http://files.eric.ed.gov/fulltext/EJ980190.pdfhttp://files.eric.ed.gov/fulltext/EJ980190.pdf Fields, N., Brown, M., Piechocinski, A. & Wells, K. (2012). A Statewide Train-the-Trainer Model for Effective Entrepreneurship and Workforce Readiness Programming. Journal of Extension, 50(5), http://www.joe.org/joe/2012october/tt9.phphttp://www.joe.org/joe/2012october/tt9.php Fields, N. (2011). Strategies for 4-H Youth Development Educators on Outreach Programming. University of Maryland Extension Fact Sheet 2011 FS-927, http://www.agnr.umd.edu/FileExchange/NFields_Strategies_for_Outreach.pdfhttp://www.agnr.umd.edu/FileExchange/NFields_Strategies_for_Outreach.pdf Fields, N., Anderson, C., Dobbins, B., Dixon, K., Fitzgerald, J., Murdock, S., Piechocinski, A., Targonski, A., Warner, C. (2014). Enhancing 4-H Community Club Program Toolkit. A compilation of National, State and local resources to accompany the 4-H 101 and 201 curricula for Maryland 4-H club management. Fields, N., BhaduriHauck, S., Hall-Barcezki, A., Murphy, D. & Serfass, J. (2013). Maryland Afterschool Program Series. An integrated online and face-to-face training developed to strengthen youth development and experiential education knowledge among 4-H Afterschool providers. Fields, N. & Murphy, D. (2010). Club Leader/Volunteer Training. A peer reviewed annual club volunteer training incorporating youth development best practices, essential elements, experiential learning, 4-H policies and program opportunities.

14. Nia Imani Fields 4-H Educator, Senior Agent University of Maryland Extension, Baltimore County Nfields@umd.edu Linkedin UMD Bio NIFA. (2015). CYFAR. Retrieved from: https://portal.nifa.usda.gov/web/crisprojectpages/1001145.html https://portal.nifa.usda.gov/web/crisprojectpages/1001145.html Senge, P. (1990/2006). The Fifth Discipline: The Art & Practice of the Learning Organization. New York: Doubleday.