Section 400: Experiential Learning

401 General Principles

402 Evaluation

403 Developmental Appropriateness

403.1 Primary Members (5 years old or Kindergarten - 3^rdgrade)

403.2 Junior Members (9 years old or 4^th- 5^th grade)

403.3 Intermediate Members (6^th- 8^th grade)

403.4 Senior Members (9^th grade - age 19)

404 Projects

404.1 Enrollment

404.2 Requirements for Project Completion

404.3 Project Volunteer Responsibilities

404.4 Minimum/Maximum Number of Members

405 Statewide Curriculum Development

406 Activities and Events

407 Fairs

407.1 4-H Sponsored Fairs

407.2 Fairs Sponsored by California Department of Food and Agriculture (CDFA)

407.3 Fairs Sponsored by Other Organizations

408 Relationships with Other Youth Agencies

408.1 Future Farmers of America and Grange Youth

408.2 Other Agencies and Organizations

409 Junior Livestock Auctions

410 Jackpot and Prospector Shows

410.1 Definition

410.2 Participation

410.3 Promotion

411 Rodeo Events

412 Junior Grand National Livestock Exposition (Cow Palace)

413 California State Fair

414 Relationship with Breed Associations

415 Shooting Sports

415.1 Volunteer Certification Requirements

415.2 Member Participation

416 Incentives and Recognition

416.1 Definition of Terms

416.2 Assumptions

416.3 Criteria for Incentive and Recognition Systems

416.4 Incentives

416.4 A Participation Incentives

416.4 B Achievement Incentives

416.5 Recognition

416.5 A Awards Ranking

416.5 B All Star

416.5 C Sectional and State Recognition Project Competition

416.5 D Diamond Star

416.5 E Scholarships

417 Citizenship Study/Travel Programs

417.1 Citizenship California Focus

417.2 Citizenship Washington Focus

418 Exchanges

418.1 Domestic Exchanges

418.2 International Exchanges

418.2 A The 4-H Japanese Exchange

418.2 B IFYE

419 Junior and Teen Leaders

419.1 Criteria

419.1 A Junior Leaders (Intermediate Members)

419.1 B Teen Leaders (Senior Members)

419.2 Liability Coverage

420 Conferences

420.1 Youth Leadership Summit

420.2 State Leadership Conference

420.3 National 4-H Conference

401 General Principles

4-H Youth Development Program (4-H YDP) creates an educational climate through planned learning by exploring, doing, and receiving feedback.

The 4-H YPD uses a variety of educational methods and curricula to deliver camps, conferences, events, exchanges, judging, record keeping, and study/travel. Methods and curricula must be integrated into the programs and projects and must further the educational objectives of the 4-H YDP.

4-H members belong to organized units, short-term interest groups, school enrichment programs, camps, individual or family learning programs, and afterschool programs. See Appendix D: Experiential Education for Youth Development and Experiential Learning.

402 Evaluation

4-H YDP staff at the county and state levels are responsible for evaluating the effectiveness of each delivery method used in the 4-H YDP at their respective level. The following project evaluation questions should be used to evaluate all aspects of project and activity work. See Appendix D: Project and Activity Evaluation Checklist.

1. Does the project relate to youth development educational objectives or goals?
2. Does it contain accurate information?
3. Is it sufficiently interesting to hold the participants' attention?
4. Is the scope adequate to cover the most important topics?
5. Are learner outcomes identified?
6. Is it developmentally or age appropriate?
7. Is it free of bias (ethnic, cultural, gender, etc.)?
8. Does it clearly state what participants are supposed to learn and do?
9. Are safety practices emphasized?
10. Is there a mechanism for evaluating progress?
11. Does it adhere to 4-H YDP policies, mission, and core values?

Delivery methods and curricula that do not meet the evaluation criteria or are not compatible with 4-H YDP objectives and goals must be modified or discontinued. The 4-H YDP staff will make this determination.

403 Developmental Appropriateness

All 4-H curricula must be developmentally appropriate for participants and appropriate for the delivery mode. 4-H YDP staff are responsible for approving and evaluating all curricula for local and county use. See Appendix D: Project and Activity Evaluation Checklist.

The 4-H YDP is based on the needs and interests of its members. Because volunteers are likely to be dealing with young people at different stages of development, they should have an understanding of the characteristics of the various age groups they are guiding, so that they can help 4-H members plan and carry out a program that will be of interest and value to them.

403.1 Primary Members (5 years old or Kindergarten - 3^rdgrade)

The following practices should guide the delivery of educational programs and activities for Primary 4-H Members.

1. Project volunteers should provide open-ended activities that promote skills practice.
2. Activities should focus on the process of doing things rather than the finished product.
3. Activities should make use of participants' experience and encourage exploration, rather than written or verbal lessons.
4. Participation for primary members should be limited to cooperative learning activities with no competition.
5. Primary members may be encouraged to complete the Primary Member Personal Development Form with assistance from their leader, parents, or older members. See: State 4-H website.
6. Primary members should be recognized for their participation at the unit level, especially at the time of "graduating" to the next age level. Certificates, ribbons, and/or pins may be used as tokens of this achievement.
7. Star rank reports and awards are not appropriate for primary members.
8. Primary members do not accumulate credits on the Personal Development Report Form (4-H 1071) that supports the star rank system.
9. Primary members complete only the Primary Member Personal Development Form.
10. Fairs are open to primary members for exhibit only. The use of Danish and American systems of judging is not acceptable for use with primary members. Primary members should only receive recognition for their participation.
11. Primary members receive a stripe and orange pin for each primary year completed.

403.2 Junior Members (9 years old or 4^th- 5^th grade)

The following practices should guide the delivery of educational programs and activities for Junior 4-H Members.

1. Participation should be limited to cooperative learning activities with limited competition.
2. Project should cover an array of subject matter.
3. Junior members should have frequent meetings with work divided into time-limited units. Meetings and group activities are important. Project lessons should be short, and individual projects should be closely supervised. Instruction should be carefully planned and given in small increments, with some recreation included at every meeting.
4. Junior members should learn about what makes up a community. Learning experiences should involve structured exposure to community work environments.
5. Junior members should be given the opportunity to develop leadership skills through assignment of appropriate leadership jobs wherever possible. They should be encouraged to assist younger members and develop teamwork skills. Junior members benefit from adult support and encouragement.
6. All accomplishments and participation by junior members count toward the incentives and recognition program and the star rank system.
7. Junior members need recognition and praise and receive a stripe and a purple pin for each junior year completed.

403.3 Intermediate Members (6^th- 8^th grade)

The following practices should guide the delivery of educational programs and activities for Intermediate 4-H Members.

1. Participation should include cooperative learning and individual work with limited competition as an evaluation tool.
2. Intermediate members should be encouraged to take an active role in decision-making at the unit level, i.e., committees, officers, and activity planning.
3. Projects should cover an array of subject matter.
4. Intermediate members should be encouraged to assist the younger members. They should enroll in the Leadership Development Project (8J) to further explore their role in helping others achieve goals. Tasks may be to notify members of meetings and to assist the project volunteers with setup, clean up, and/or taking attendance and demonstrating skills.
5. Advanced projects should be offered to those who are interested. Talks, discussions, tours, conferences, and group educational activities are appropriate.
6. Projects should focus on or have a component on career exploration.
7. Project volunteers should allow project groups to function with intermediate member leadership, but counsel and guidance should be provided when needed and desired.
8. Project volunteers should provide opportunities for experiences that will give each member a feeling of importance.
9. All accomplishments and participation by intermediate members count toward the incentives and recognition programs.
10. They receive a stripe and a blue pin for each intermediate year completed.

403.4 Senior Members (9^th grade - age 19)

The following practices should guide the delivery of educational programs and activities for Senior 4-H Members.

1. Participation should include individual and team work, with limited competition.
2. Senior members should be encouraged to take an active role in decision making by providing leadership, such as leading projects and serving as committee chairs or officers. They should participate in implementing and evaluating activities.
3. Senior members should be encouraged to identify individual goals, acquire the resources, and do the research to pursue specific interests.
4. Senior members should be encouraged to be role models for younger members and provide leadership at the unit, county, and regional levels. Senior members are encouraged to enroll in the Leadership Development Project (8J) to enhance their role in helping others achieve goals. Responsibilities may include teaching, program management, event planning, and/or program promotion.
5. Senior member involvement should expand beyond the local unit level to county functions, community service, and getting others involved.
6. Although senior members may have sufficient knowledge and experience to function in teaching and administrative roles, for liability reasons, they are not allowed to assume the full responsibilities of adult volunteers.
7. Senior members can and should be encouraged to participate in the county VMO.
8. Senior members can participate in advanced county, regional, and state leadership activities, including Teen Leader, All Star, Diamond Star, State Leadership Conference, State Fair Task Force, Cal Focus, Washington Focus, and Sectional and State Project Competition.
9. All accomplishments and participation by senior members count toward the incentives and recognition program and the star rank system. They receive a stripe and a red pin for each senior year completed.

Projects

Projects and related curriculum materials provide the basic framework for 4-H YDP teaching and learning experiences. Projects provide cooperative learning opportunities, a well-documented context for effective learning.

404.1 Enrollment

A member may add or delete project enrollment at any time during the 4-H year. The VMO, with county 4-H YDP approval, may establish project enrollment deadlines relative to participation in 4-H demonstration days, exhibit days, play days, fun days, county fair, state fair, and other exhibit opportunities.

404.2 Requirements for Project Completion

A minimum of six hours of project instruction is required to complete a project. The county 4-H YDP staff must approve all county or unit requirements for project completion. If used, proficiency or other tests must be reviewed, evaluated, and approved by the 4-H YDP staff prior to implementation.

404.3 Project Volunteer Responsibilities

Project volunteers are members of the 4-H YDP team who have demonstrated knowledge of the project subject matter, effectiveness in working with young people, and a willingness to devote time and energy to their project members. It is the project volunteer's responsibility to obtain approved project curriculum.
See Appendix B: Project Volunteer Job Description.

404.4 Minimum/Maximum Number of Members

4-H units may set maximum numbers for 4-H enrollment in consultation with county 4-H YDP staff. If project volunteers set a minimum or maximum number of members for a project, the number should be announced in advance of project enrollment. The project must be widely advertised and project volunteers must also announce that enrollment is on a first-come, first-served basis. The first-come, first-served criteria shall not be used as a basis for discrimination against members of protected groups. See Section 500: Affirmative Action/Nondiscrimination.

405 Statewide Curriculum Development

Any subject matter expert within the University community may propose statewide curricula. Prospective developers should check with the 4-H YDP curriculum committee for potential funding and support. The proposed curriculum must meet the needs outlined by the curriculum committee or subcommittee in the appropriate project category.

Curricula must also be educationally sound and appropriate for the developmental levels of the intended audience.

New curricula must be pilot tested. Upon conclusion of the pilot test, the curricula will receive a written evaluation from a 4-H YDP advisor, based in the pilot county or counties.

The developer of a specific curriculum may then submit the curriculum in final draft form, along with the written evaluation, to the curriculum committee for review. The curriculum will be published and made ready for statewide distribution if it is approved by the 4-H YDP curriculum committee, and has passed the affirmative action review process.

See Appendix D: 4-H Curriculum Review Process.

406 Activities and Events

Events and activities must further the 4-H YDP project and program objectives, and be consistent with the 4-H mission and core values.

Although the terms "events" and "activities" are often used interchangeably, most often an event is an experience tied to a particular date and place. Participation is broad. Members from many units across the county or region attend. Project work is displayed.

Activities are less likely to be tied to a date and place, or to involve units on a countywide or regional basis. Youth participate to provide community service or just to have the fun of an experience. An example of an activity is a unit field trip.

4-H members in all 4-H YDP delivery modes have an opportunity to participate in all 4-H structured learning situations, events, and activities at the local, county, state, and national level.

All 4-H events and activities require 4-H volunteer participation and guidance. Individual 4-H project volunteers are encouraged to support their project members by being present at events and activities related to their projects, but it is not required.

407 Fairs

The 4-H YDP recognizes the value of participation at fairs as a means to showcase, exhibit, and otherwise demonstrate an individual member's accomplishments and skills development. Fair participation, however, is not a requirement for 4-H involvement, nor should fairs be considered as a validation of the learning experience.

407.1 4-H Sponsored Fairs

Local exhibit, display, and experiential opportunities may be organized, managed, and offered by 4-H at the local, area, or county level, with the approval of county 4-H YDP staff. 4-H volunteers operating within the policies of University of California secure locations, determine rules for entries, exhibits, and awards, handle finances, and actively manage all aspects of the event.

407.2 Fairs Sponsored by California Department of Food and Agriculture (CDFA)

State, district, and county fairs that receive financial support from the State of California provide exhibit opportunities for 4-H youth. A Division of Fairs and Expositions State Rules Committee annually reviews statewide rules for entries, exhibits, and awards for competitive exhibits. 4-H YDP representatives on this committee have input regarding rules, and advise the committee about current statewide 4-H YDP policies and program activities.

Additionally, individual fairs may create local rules. They may be stricter than state rules, but not conflict with them. Fairs determine exhibit opportunities, including 4-H classes. If members choose to participate in a fair, they must follow the fair's rules.

407.3 Fairs Sponsored by Other Organizations

4-H youth on a local, area, or county level may be invited to participate in fairs sponsored by organizations other than California Division of Fairs and Exhibitions. Participants must follow rules established by the sponsoring organization.

Fairs may be jointly organized, involving one or more collaborators. Participation and involvement should be guided by the development of a Memorandum of Understanding (MOU) between the collaborating partners.

408 Relationships with Other Youth Agencies

In order to provide the greatest educational service to the young people of the state, it is essential that 4-H YDP and other youth-serving agencies cooperate and work in harmony with each other. 4-H YDP will make every effort to avoid the inauguration of programs and activities more appropriately falling within the purview of other youth-serving agencies. To this end, the 4-H YDP will promote cooperative efforts with, and among, other youth agencies, in order to minimize unnecessary duplication of services.

To foster and facilitate cooperation between the 4-H YDP and other youth agencies in the performance of their functions, 4-H will promote the establishment of an informal liaison committee in each county composed of representatives of each youth agency. This committee may meet from time to time as mutually agreed by participating agencies, shall be concerned with matters involving or requiring the cooperative effort of such agencies, and shall determine activity adjustments necessary to resolve specific problems and achieve the greatest good.

The foregoing does not preclude the 4-H YDP from engaging in programs and activities determined to be necessary for current or potential members, even though another agency may offer the same or similar programs activities.

408.1 Future Farmers of America and Grange Youth

A June 1998 memorandum describes the statewide cooperation between these organizations and policies governing membership and project participation in them. See Appendix D: Youth Organization Agreement.

408.2 Other Agencies and Organizations

Since other youth-serving organizations are publicly and privately supported, neither they nor 4-H have the right to determine the extent to which a member should participate in activities or projects of either organization. The member and parents/guardians should determine what projects in each organization should be undertaken, providing the minimum requirements are met for supervised project work in each. Staff members of either organization should not discourage the member from following the choice agreed upon by the member and the parents/guardians.

409 Junior Livestock Auctions

Junior Livestock Auctions sponsored by 4-H units or VMO's are not permissible under ANR's financial and risk management policies.

410 Jackpot and Prospector Shows

The California 4-H YDP recognizes that there are many animal exhibition opportunities in which young people can show their project animals. Jackpot and prospector shows are one such opportunity. However, the ownership and project participation entry requirements of jackpot/prospector shows and the handling of premium funds are not consistent with University and 4-H YDP policies and practices. The 4-H YDP places an emphasis on learning and practicing animal project lessons and this emphasis forms the basis for 4-H projects and educational goals.

The following is the California 4-H YDP policy on jackpot/prospector shows for livestock or other project areas:

410.1 Definition

A jackpot/prospector show is defined as one in which entry fees are charged and cash prizes or premiums are awarded from the accumulated entry fees or other matching funds.

410.2 Participation

Youth may participate as individuals in jackpot/prospector shows with their project animals. However, youth may not participate as 4-H members, nor will their participation be recognized as a 4-H experience. Coverage under the 4-H accident/illness insurance program and protection under the University's liability program will not be extended to include jackpot/prospector shows.

410.3 Promotion

Any 4-H announcements regarding a jackpot/prospector show must clearly state that 4-H is not sponsoring the event and is not responsible for any of the activities or outcomes associated with the show. 4-H may announce jackpot/prospector shows in 4-H newsletters if the article complies with all federal penalty mail regulations. 4-H newsletter articles should not contain references to entrance fees or monetary prizes. The following disclaimer should be included with the article:

"This article is provided for informational purposes only. No endorsement of the named jackpot/prospector show is intended, nor is criticism implied of similar shows not mentioned."

411 Rodeo Events

4-H YDP staff should use the 4-H Project and Activity Evaluation Checklist to determine if rodeo events and activities meet the 4-H YDP's educational criteria. Any activity that constitutes competition between a person and an animal is prohibited in the 4-H YDP and is not covered by 4-H accident/illness insurance. See Appendix D: Project and Activity Evaluation Checklist.

412 Junior Grand National Livestock Exposition (Cow Palace)

The Junior Grand National Livestock Exposition is an interstate junior livestock show held at the Cow Palace in San Francisco. 4-H and FFA members exhibit market or breeding animals. Qualifying market animals are sold at auction.

413 California State Fair

There are numerous opportunities for youth participation in the California State Fair. Refer to the Incentives and Recognition Handbook for details on how 4-H members may participate in the State Fair Task Force, 4-H Presentations, and the 4-H Fashion Show. All project exhibit information is available from the California State Fair office or website <http://www.bigfun.org/>

414 Relationship with Breed Associations

Throughout California, breed associations, fairs, and related industry groups hold shows and competitive events for youth. In some cases these events include 4-H primary members who would not be allowed to participate in these events if sponsored by 4-H. However, since these groups are not governed by 4-H policies they can include youth who are participating as individuals rather than 4-H members. In such cases the sponsoring organization will not identify these as 4-H shows or classes.

Since the University, through 4-H YDP staff, controls the use of the 4-H name and emblem, staff can request that only shows or classes that adhere to 4-H policies be labeled as 4-H events. Coverage under the 4-H accident/illness insurance program and protection under the University's liability program is not extended to breed associations.

In all cases, 4-H hopes to maintain positive, productive relationships with various industry groups. 4-H YDP staff should work in a proactive manner with these organizations to assure they understand the educational foundations of 4-H policies.

415 Shooting Sports

The California Shooting Sports Program provides instruction in the safe handling of firearms and archery equipment, develops self-confidence and leadership abilities in 4-H participants, and instills an appreciation for conservation and wildlife. See Appendix D: Shooting Sports Program Procedures.

415.1 Volunteer Certification Requirements

Instructors, trainers and volunteers:

1. Must be currently enrolled and certified as 4-H volunteers.
2. Must be 25 years of age.
3. Must have satisfactorily completed a national or state training session and hold current certification for the discipline being taught.
4. Have no convictions for hunting, fishing, or gun-related violations during the past five years.
5. Must attend a Shooting Sports Program Orientation.
6. Must submit a completed Instructor Certification Application to the State Shooting Sports Committee

415.2 Member Participation

Eligibility to use a firearm in the 4-H Shooting Sports Program is subject to the approval of the certified 4-H project volunteer. The approval is based on the member's ability to follow instructions and abide by firearms safety rules. A firearm is defined as archery equipment and any device that uses a powder charge.

416 Incentives and Recognition

The purpose of incentives and recognition are: 1) to reinforce the motivation of 4-H members and volunteers to participate, create and achieve in 4-H Youth Development; and 2) to underscore a sense of belonging and being valued in The 4-H community. This section describes guiding principles for providing incentives and recognition in 4-H YDP.

416.1 Definition of Terms

An incentive is a stimulus that creates a desire in an individual to participate, learn, or achieve. An incentive to participate in an activity exists prior to the activity itself, for example, the expectation of personal satisfaction or the expectation of a reward.

Recognition is the acknowledgment and affirmation of an individual for completing a task or achieving a result.

A reward is a positive reinforcer that follows the completion of an activity or the achievement of a goal.

416.2 Assumptions

The development of an incentives and recognition system in the 4-H YDP should be based on the following assumptions.

1. The goal of the system is to help youth and volunteers attain personal growth and a sense of self-worth.
2. Adult support is an essential element for fostering learning, growth, and goal attainment by youth.
3. Recognition is most meaningful when it is presented immediately following a learning experience.
4. A system that provides a variety of incentives, rewards, and recognition is needed in order to serve today's diverse youth audience.
5. An effective incentives and recognition system will foster realistic appraisal of an individual's achievements. Sometimes this involves the recognition of temporary setbacks. However, a system that results in long-term disillusionment or a loss of self-esteem is inappropriate.
6. Intrinsic rewards that occur naturally from participation in an activity are most rewarding. When used wisely, extrinsic rewards can also play a useful and constructive role in the development of competence.

416.3 Criteria for Incentive and Recognition Systems

The following criteria should be used in designing an incentives and recognition system.

1. Orient all persons involved to the philosophy, purposes, and models of 4-H YDP recognition before beginning to plan the system.
2. Verify that every mode of 4-H YDP delivery includes an incentives and recognition component.
3. Plan the system to be as comprehensive and inclusive as possible, while retaining its meaningfulness.
4. Adhere to official policies and guidelines.
5. Keep resources invested in incentives and recognition proportionate to their importance with respect to other dimensions of 4-H activity.
6. Use appropriate publicity and promotion to ensure that all eligible members and volunteers know of all the available awards and recognition opportunities.
7. Verify that planned competition will enhance the learning experience.
8. Evaluate incentives and recognition against the objectives of the 4-H YDP activities to which they are applied, and adjust as necessary.

416.4 Incentives

Incentives are motivators that encourage participation or achievement. They help a young person get started in an activity and see it through to completion. The expectation of favorable recognition, formal or informal, such as from valued adults can be a powerful incentive.

Two categories of incentives are valuable in 4-H YDP programming: incentives for participation in an activity and incentives for achievement. Wise planning will make use of a variety of incentives in both categories.

416.4 A Participation Incentives

Incentives for participation include the following.

1. The opportunity for social interaction with friends or new peers through trips, fun activities, Hi 4-H, etc.
2. The opportunity to learn new and valued skills.
3. The expectation of learning in a secure, stimulating environment, being led by caring adults.
4. The opportunity to teach others, e.g., younger 4-H members.
5. The opportunity to contribute to one's group and community.
6. The expectation of acceptance, encouragement, and informal recognition of one's worth from peers and valued adults.
7. The expectation of formal recognition for participation and contribution.

416.4 B Achievement Incentives

Incentives for achievement include the following.

1. The expectation of acquiring a valued skill or body of knowledge.
2. The expectation of informal recognition of one's skill or worth from peers and valued adults.
3. The expectation of formal recognition such as awards or competitive achievements.

416.5 Recognition

The California 4-H YDP encourages volunteers who work with 4-H youth to provide appropriate recognition to all participants. The National 4-H Recognition Model includes the following five types of recognition.

1. Recognition for participation acknowledges that involvement in educational experiences is a first step in building a positive self-concept.
2. Recognition for progress toward personal goals enables youth to gain experience in goal setting and realistic self-assessment.
3. Recognition for standards of excellence achievements helps youth to measure their own learning experiences, using a set of external, predetermined targets.
4. Recognition in peer competitions is a strong motivation for some, but not all, young people. It is not appropriate for Primary Members (youth under age nine).
5. Recognition for cooperation helps youth learn and work cooperatively, preparing them to live in today's interdependent, global society.

Two recognition systems that are commonly used in 4-H are the Individual Comparison System, also known as the American System of Placing, and Comparison to a Standard, also known as the Danish System of Placing. The American System corresponds to achievement through peer competition, whereas the Danish System corresponds to achievement of generally recognized standards of excellence.

416.5 A Awards Ranking

Occurring at the project, unit, and county levels, local recognition is designed for 4-H members of all ages. This level of program recognition provides meaningful encouragement for the greatest number of participants in 4-H. Therefore, the greatest overall investment of human and financial resources is typically directed here.

The Award Ranking System is a voluntary advancement program designed as a goal setting tool, aimed at encouraging broad-based participation and achievement in 4-H. Junior, intermediate and senior members can participate.

416.5 B All Star

All Star is the highest award that can be conferred on senior (9^th -12^th grade) 4-H members at the county level. Considered "working honors," they are awarded through a selection process defined at the local level to provide 4-H youth with expanded leadership experiences.

416.5 C Sectional and State Recognition Project Competition

Senior members who are 14 years of age by January 1^st of the program year, are eligible to pursue formal recognition beyond the county level for accomplishment within the California 4-H Program. It is a competitive process based entirely on an application. See California 4-H Incentives and Recognition Handbook.

416.5 D Diamond Star

Youth who want to become Diamond Star candidates must have completed at least one year as a California 4-H member, and be at least 16 years of age (as of December 31^st), yet no older than 18 (as of December 31^st).

Adults who want to become Diamond Star Team Advisor candidates must be 4-H volunteers in good standing with at least one year of experience in facilitating and challenging teens in the duties associated with being a Diamond Star. Adult advisors must be at least 25 years of age, and not related to any current Diamond Star youth candidate.

Diamond Star and Diamond Star Team Advisors will:

1. Support various local, sectional, regional, and statewide programs and activities including public presentations, leadership development opportunities, and community service.
2. Assist in the introduction of innovative programming.
3. Provide leadership in the development of statewide leadership conferences.
4. Recognize and reward outstanding accomplishments within the areas of leadership, through education and service.

416.5 E Scholarships

There are a number of state and national scholarships available to 4-H members and past members. Consult the California Incentives and Recognition Handbook for criteria, applications, and due dates.

Citizenship Study/Travel Programs

Study/travel experiences are an integral part of the Citizenship Project. They provide a contemporary approach to promote teens' appreciation and understanding of civic responsibility and involvement in government. They also provide opportunities for teens to better understand how individual actions can make a difference in our society. Each study/travel experience combines educational workshops and field trips in a stimulating learning environment.

4-H YDP staff must ensure that the study/travel opportunities are widely advertised and made available to all eligible 4-H youth across all delivery modes.

The individual members pay for their own trips. Every effort should be made to keep expenses at a minimum to allow youth from all socioeconomic levels to participate.

417.1 Citizenship California Focus

The California Focus is for 4-H members, 8^th grade graduates and older, to study the historic, economic, cultural and political aspects of California. Youth are expected to report on their trips to local groups and to promote citizenship within county programs. To participate in the conference, youth must have completed 8^th grade at the time of the conference. Adult chaperones must be 4-H volunteers and be at least 25 years of age.

417.2 Citizenship Washington Focus

All of the Washington Focus study/travel sessions feature an introduction to the nation's Capitol and orientation to governmental processes. Field trips acquaint participants with sitesof interest in Washington, D.C. and surrounding areas.

Emphasis may vary from tour to tour, but may include American heritage and America's role in the world. Other activities are educational workshops and briefings at public and private sector agencies.

To participate in the conference, youth must have completed 10^th grade at the time of the trip. Adult chaperones must be 4-H volunteers and be at least 25 years of age.

418 Exchanges

4-H exchanges promote understanding of diverse cultures and help young people learn about living in a global society. Exchanges may involve other counties, states, or nations and can exist in many forms.

All exchanges should be developed with the idea of keeping costs within an affordable range so that as many youth as possible can participate. Where feasible, scholarships should be made available to broaden participation.

418.1 Domestic Exchanges

Exchanges may be arranged between clubs; between counties; or between rural and urban communities, within California or between California and another state.

The exchange should have the 4-H YDP staff and/or county director approval before agreements are formalized with another state.

418.2 International Exchanges

4-H International Exchanges foster cross-cultural understanding and development through people-to-people encounters, and give participants skills to live in a global society. Teens and adults, while either hosting or traveling, develop appreciation for their own culture and cultures around the world.

418.2 The 4-H Japanese Exchange

The California 4-H Program links with a Japanese youth development organization called Labo to offer an alternate year program - hosting one year and traveling to Japan the next. The program is open to teens and adults and occurs from the third week of July to the third week of August. An adult exchange is also available for two weeks in the fall.

418.2 B IFYE

Originally named the International Farm Youth Exchange and now called International Four-H Youth Exchange, IFYE was established in 1948 to foster world peace. IFYE offers three and six month exchanges in over 20 countries.

419 Junior and Teen Leaders

One life skill that members need to develop is leadership. The 4-H Leadership Development Project (8J) is designed to provide intermediate and senior members with the opportunity to learn about the qualities and competencies needed to be a leader. Leadership is not doing things for the group, it is helping the group decide what be done, and how. Junior leaders provide assistance while teen leaders assume more challenging leadership roles. Completion of the Leadership Plan and Report Form, 4-H 8043, is a requirement for this project.

419.1 Criteria

419.1 A Junior Leaders (Intermediate Members)

To become a junior leader, youth must be in grades 6-8, or if home-schooled, must be at least 11 and no more than 13 years old as of January 1 of the program year.

419.1 B Teen Leaders (Senior Members)

To become a teen leader, youth must be in the ninth grade or above, or if home-schooled, must be at least 14 years old as of January 1 of the program year.

419.2 Liability Coverage

Junior and teen leaders are not covered by the University's liability insurance, which applies only to adult volunteers. The University of California's liability insurance does not cover 4-H members at any time. As junior and teen leaders, 4-H members have sufficient knowledge and experience to function in teaching and administrative roles, but they are unable to assume the responsibilities of adult volunteers.

Members under the age of 18 are not authorized by the 4-H YDP to drive other members at any time. See Section 600: Insurance.

420Conferences

Conferences, symposia, and workshops are held for youth and adults to discuss and review programs, and issues of current and critical importance. They provide a means to disseminate research information and allow youth and adults to discuss decisions of importance to statewide, regional, and county programs.

The Project and Activity Evaluation Checklist shall guide conference developers, planners, and evaluators. See Section 402: Evaluation, and Appendix D: Project and Activity Evaluation Checklist.

Whenever possible, conferences, symposia, and workshops should be open to all individuals interested in 4-H. Invitations should be extended beyond the 4-H club/unit program to reach 4-H youth of the appropriate ages in all 4-H delivery modes. Invitations should also be extended to the general public through mass media or other effective means.

420.1 Youth Leadership Summit

The Youth Leadership Summit is designed to bring youth together to develop leadership skills through partnerships and community action.

Each county may send a team of five, comprised of one 4-H volunteer, two youth from the 4-H YDP, and two youth from other youth organizations in the community.

420.2 State Leadership Conference

The 4-H Leadership Conference is an issue-based conference for youth leaders from across California. At the conference, participants learn how to plan and carry out community programs and projects designed to address local youth issues. This conference is available to members who have graduated 8^th grade.

420.3 National 4-H Conference

Selected senior members and two adult coordinators generally attend this event. Held at the National 4-H Center, it offers delegations from across the country the opportunity to assist with the future programming in the United States.