Last updated 3/15/13

ISU Extension and Outreach: Iowa 4-H Programs Overall Logic Model
Mission: Empower youth to reach their full potential through youth-adult partnerships and research-based experiences
Inputs Outputs Activities Participation Foundational Support Youth Volunteer and Volunteers Partnership Development Families Volunteer management Communities system Partners Training Policy makers Child protection ISUEO and county Program capacity staff building support ISU faculty and staff Curriculum Development ISU students Vision and mission Program evaluation PYD principles and practices Learning theory Research-based curricula Professional Development ISUEO core competencies PRKC model Operations Marketing Data Management Risk Management LEAN processes Delivery Modes 4-H Afterschool programs 4-H clubs (4th 12th grade youth) K-3 group programs (Clover Kids) Short Outcomes -- Impact Medium Long

Strategic Plans: ISU, ISUEO, and Iowa 4-H National 4-H Headquarters policies and direction (Mission Mandates) National 4-H Council resources (curriculum, grants, youth and adult professional development opportunities) Iowa 4-H Formula (needs of youth, essential elements, priority topics, and outcomes) National 4-H, ISUEO, ISU, and other LGU developed researchbased curricula, programs, materials, and best practices ISUEO and county staff County Extension Councils ISU faculty and staff ISU students Volunteers Partners (public and private, industry, organizations, interested in youth

Youth will: Citizenship Gain the skills to plan a service project to meet a community need and develop the understanding that youth can make a difference in a community through service learning projects. Leadership Obtain skills to work together in a team, listen and talk to others before making decisions, and handle conflict respectfully. Communication Develop skills to be confident when speaking in front of others, feel comfortable asking questions, and use good listening skills when others are talking.

Youth will: Citizenship Demonstrate productive citizenship traits, service learning planning and organizational skills, and engagement in community issues.1 Leadership Demonstrate effective leadership skills in influencing and supporting others in a positive manner for a common goal.2 Communication Demonstrate outstanding communication skills in sending and receiving written, oral, visual, and electronic messages. 3

Youth are:

Citizenship,
Leadership, Communication, and Learning Competent, confident, connected, contributing, and caring citizens with character through 4-H youth-adult partnerships and research-based experiences.

Learning Learning Foster skills to create Demonstrate learning goals; review a successful learning variety of resources skills in acting upon related to a topic; creative personal identify the strengths and goals, analyzing and

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development and education) Equipment Time Financial resources
Camps (residential and day camps) Events Schools

weaknesses of different ideas, solutions, or approaches; and think about what is going well and what needs to change to achieve goals.

evaluating ideas and resources, reflecting on learning experiences, and applying what was learned to other situations. 4

Communication and the Communication and Arts the Arts Practice effective Obtain communication skills that use technology communication skills to share information, in sending and receiving written, express ideas, and communicate visual, oral and electronic messages effectively. Gain skills to create effective communication products that enhance the sharing of ideas and information. Healthy Living Increase knowledge of physical activity benefits. Increase knowledge of healthy food choices, effects and consequences of poor nutrition behaviors, and food safety procedures. Increase knowledge and practical skills related to safely growing, handling, preparing, and Healthy Living Demonstrate increased engagement in physical activity. Demonstrate making healthy food/snack choices including an increase in fruit and vegetable consumption. Demonstrate proper food handling and preparation techniques.

Healthy Living
Contributing to decreased rates of chronic disease and illness; decreased healthcare costs; and decreased rates of foodborne illnesses.

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eating healthy food. Demonstrate an increase in the number of healthy meals eaten with families. STEM STEM Apply STEM skills Enrolled in within 4-H youth secondary and postdevelopment and other secondary STEM ISU programs. courses. Seek STEM postsecondary educational experiences and careers. Demonstrate STEM process skills. Taking STEM courses at secondary and postsecondary levels in percentages that are representative of the general population. A highly STEMliterate population. Meeting Iowas STEM workforce needs and supporting innovation and expansion within Iowas STEM industries. More innovative and are using STEM process

STEM Express positive attitudes toward STEM (Science, Technology, Engineering, and Mathematics). Gain awareness of the role and application of STEM in their lives. Express awareness of the potential for STEM to address social problems.

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skills and knowledge to address issues in society. Common Outcome Measure1: Percentage of youth who participate in a 4-H experience who self-report at least a one-point increase in their ability to demonstrate productive citizenship traits, service learning planning and organizational skills, and engagement in community issues. (Goal = 70% or above) Common Outcome Measure2: Percentage of youth who participate in a 4-H experience who self-report at least a one-point increase in their ability to demonstrate effective leadership skills in influencing and supporting others in a positive manner for a common goal. (Goal = 70% or above) Common Outcome Mesure3: Percentage of youth who participate in a 4-H experience who self-report at least a one-point increase in their ability to demonstrate outstanding communication skills in sending and receiving written, oral, visual, and electronic messages. (Goal = 70% or above) Common Outcome Measure4: Percentage of youth who participate in a 4-H experience who self-report a at least a one-point increase in their ability to demonstrate successful learning skills in acting upon creative personal goals, analyzing and evaluating ideas and resources, reflecting on learning experiences, and applying knowledge gained to other situations. (Goal = 70% or above)

Assumptions Positive youth development principles and practices are the best way to improve youth and community health and well-being. Staffing and funding for programs can be secured. Research/evidence-based information produces expected outcomes. National attention to issues helps promote behavior change. Volunteers can be secured and trained to reach desired outcomes. Improving human and natural environments improves human health. Families and youth are interested in PYD programs and activities.

External Factors Extension and Outreach cannot control most change factors (i.e. the economy, funding, public policy, peer influences, natural disasters, etc.). Competition for youth, volunteer, and partner time and attention. Competition for educational niche and funding.