Mike Snyder (MS): We are a space-based manufacturing company that specializes in leveraging the unique properties of the space environment to develop solutions to commercial, industrial, research and defense challenges. In 2014, we were the first company to manufacture in space with our 3D printer on board the International Space Station (ISS). We flew a second generation of the device to ISS in 2016 where it’s printing every week for customers. We’ve expanded upon our 3D printing technology to develop capabilities and products for a variety of commercial and defense applications. Made In Space was founded in 2010 by myself and three other co-founders, with the idea of helping humans live and work in space. Our most recent experiment, fiber optics, utilizes the effects of microgravity to create a better product in space than here on Earth. Our goal with fiber is to produce the material in large enough quantities for sale and use back on Earth. We’re also involved with many other cool projects such as Archinaut, an in-space additive manufacturing and assembly robotic technology, as well as in-space recycling and technologies that harness in-situ resources to build habitats and other structures on planets such as the Moon and Mars.
Where did your 4‑H experience begin?
MS: So I got in at the Cloverbud age as soon as possible, but I was also around before that because [my sister] was already heavily involved. I would go to meetings just as a fly on the wall. I don’t know how old I was, but I was pretty young. I went through the Cloverbuds and then went straight from that to where I can do the work and projects of the older kids. I got into that as soon as I could. I was actually kind of an oddball. I was into insects and rockets, primarily. Those were the two things that I always went to the state fair for, and I always won county. I don’t know if I’ve ever lost an insect showing ever since I started.
The club experience was great. I really believe it helped me. It accelerated my ability to speak in front of people. It also helped me in terms of contextualizing, telling a story, and getting my points across, without having to be asked specific details, which was the format of judging. You’re in front of the experts in whatever field your area of project is. This is where you needed to know your stuff. It’s intimidating as a child, to start off like that when you’re ten years old, in front of people who have these life experiences and know a lot more than you, trying to convince them you’re legit and you learned things from your project.
It was interesting because every year I would build on the previous year. I wouldn’t just sit idle. My next year’s rockets were better than the previous year’s, my insect collection grew, and my knowledge base grew. It really put me in a lifelong learning mentality in terms organizing and presenting my work. I was able to see something from start to finish and understanding how a project schedule works. Not waiting until the last minute the night before your project is due to do your work, although I’d done that a couple of times (laugh). It helped me mature as a professional a little earlier than a lot of folks that didn’t have that experience. It was very beneficial to me.
You mentioned organizing and presenting as key skills/values learned, but were there other top skills and values you learned during your time in 4‑H?
MS: There were definitely other skills. The project-based ones are very technical and kind of sparked my curiosity. The livestock ones were more taking care of animals, from washing to feeding to cleaning up their waste. That was like a job within a job that, in the end, you sold off your animal and got a check for your hard work. I raised pigs, chickens and rabbits, and each animal teaches you a different thing and gives you a different perspective on life in general. Definitely how the farm world works and how our ecosystem functions, specifically regarding how what we do today, affects our tomorrow. Those are some of the lessons where you see the fruits of your labor. You might go through some trials and tribulations to achieve it, but you can’t give up because you’re responsible for these animals. You just have to keep pushing through no matter what happens. I had injury once that lasted a few weeks, and I couldn’t participate in a time-efficient manner. I couldn’t get my hand wet. So I’d have to take twice as long to clean things and do things because I could only work with one hand, so it gives you a new respect for how to get the job done and be clever at how to do certain things. That’s another thing that kind of resonates with me today.
After your experience in raising livestock and participating in other traditional 4‑H projects, was there a key moment in your education or experiences as a young person that led you to pursue a career in engineering?
MS: You know, I’m kind of an oddball in that respect. It’s hard to trace back when I wanted to do engineering, but from all accounts, it was almost simultaneously when I escaped the womb. I’ve never not wanted to do what I’m doing today. I’ve had times where I wanted to be multiple things, but there was always a time when I wanted to be an aerospace engineer and work on stuff for space. I don’t know when that moment was, but it’s been a lifelong dream of mine. So I did everything I thought could benefit, and that included 4‑H and the projects I picked.
Many of the alumni I’ve talked to had a very traditional experience in 4‑H. Like yourself, they participated in mainly ag-related projects. You seem to have ventured beyond that with your interest in rocketry. Share your thoughts on the evolution of 4‑H and how you think the organization is preparing today’s young people to be leaders in STEM.
MS: I feel like towards the end of my stint, I started to witness a transition happening. And I think it had a lot to with more people having computers inside their homes. The projects kind of changed and the way the materials were presented was different and more engaging. The project books included more hands-on experiments and fewer words attached to those experiments. Instead of reading 20 pages until you get to an experiment, there was one every five pages. I think the evolution signified the healthy transition of how we present knowledge and how we learn, and there are subject areas that are useful. Things that I may have learned growing up may be irrelevant today because certain aspects of technology are overtaken with the decreased need to do or learn those things.
I sometimes do nerd out a little bit and look at what they’re doing, like with the rocket project, for example. I like how the new format for a lot of the projects are pretty interesting and how they are presented. I really think inspiring and giving young people the ability to learn things in an easy, straight-forward fashion and then allowing them to take it to whatever level they want is really helpful. For example, a lot of STEM activities are start-to-finish. I think 4‑H is more about a collection of work where you have reference material that is start-to-finish, but what you do with that material can take on many forms. That fosters the creativity in young people and gives them a chance to build something that doesn’t necessarily look like the first specs of their presentation or collection of work, but they can own it. And when you talk about STEM, that’s a great way to learn those types of activities. Not just putting together a robot from a bunch of kit parts, but taking a bunch of parts and putting together a robot that serves a function that you may think is useful. I think a lot of the project-level learning I had allowed me to do that. I can take it and do what I wanted after I learned the base material, which was very beneficial.
As you look back on your career growth, what were the challenges you faced?
MS: School was very easy for me until I got to college, where I woke up pretty fast. I think the way I learned projects in the summer with 4‑H assisted me in that because I usually would do subject areas that had nothing to do with which I was familiar. I would often pick up one or two projects that I had no clue what was going on, just to learn them. That ranged from electrical projects to computer programming projects. I realize that it was a different world in college, not necessarily the subject matter, but how you’re tested and the expectations. I was relatively bored in high school and just kind of showed up to take tests and was reading what I wanted to read in class. But the organizational skills and how to go about learning that I gained in 4‑H were really beneficial to have that in my back pocket to immediately be able to adapt.
What are your thoughts on ways we can encourage young people to pursue leadership opportunities in STEM?
MS: The STEM career part is very interesting because I find it difficult to engage folks with all the options available. Becoming involved in a STEM field at the beginning of your life is very exciting. And then you get into higher education, and it’s still exciting. There’s a middle ground where people lose interest, and I haven’t figured out why that is. But I was just thinking back to when I was in junior high, and half of my class wanted to do something that was in the technical/STEM field. When I looked at the numbers, I roughly recall the number of students that wanted to do engineering was in the double digits. However, there were only four people from my graduating class, I think, that ended up with an engineering degree. So what happened in the middle?
I think people get distracted, and I think you have to keep people continually engaged with different things that are meaningful to them. Something that’s just cool only has a limited life. You have to think, not just cool, but useful. And if you can attach that to a message that is useful for both the individual and the collective, there’s a double whammy. But I think people aren’t connecting at the individual level enough, and that’s why you see drops in the interest in STEM fields. I’m sure there’s also peer pressure and peer activities that are involved with that drop as well. But frankly, people just lose interest and then don’t have the opportunity to regain it. So I think just keeping them interested, giving them options, letting them know options exist, and things to do in that field exists, I believe to be very useful.
Do you think that thought applies when it comes to achieving more diversity in STEM leadership?
MS: Absolutely. I think whatever lens you’re looking through, some people either don’t feel like they belong or are welcomed. Part of this could be because of disinterest. So if you keep them interested and feeling involved and welcome, I think youth from all walks of life will stay engaged. Something happens that causes folks to feel like they can’t or shouldn’t do something, and we need to fix that. I think by making everything available and making everyone feel welcome is the best path there. Working towards a goal together is what we should be focusing on, not who is working on that goal.
What is your vision for the next generation of STEM leaders?
MS: Well the next generation has some interesting topics at hand, especially with how computational intelligence is increasing and things like machine learning are really taking root. There are going to be some ethical questions on what we can do in the future, as well as questions on what to work on next because there’s always going to be something to work on next. I feel like we may go full circle from living off the land and going completely technological in society and then going back to figure out how to regain the land. I feel like there’s opportunity in the future to pave the way for what STEM looks like 200 years from now.
“As a third generation 4‑H’er, 4‑H had and continues to have a large impact on my life. As a 10-year member, I gained many life skills from communication to organization to leadership. I will never forget when I was 10 years old and my mother made me do the demonstration contest. I was scared to death and not very happy with her for making me do it, but I thank her almost daily as talking in front of a crowd as only gotten easier. Many of the memories of my childhood come from 4‑H, whether it being sewing with my Gramma or working with my livestock. 4‑H introduced me to Purdue University at an early age which made deciding to go there for college a no-brainer. My husband and I are so excited to be able to share and build new 4‑H experiences with our children. I can’t say enough about what 4‑H did for me and continues to do today.”
“4‑H was HUGE in Texas! Here in Alabama, FFA is bigger, but I feel like giving those kids an extra 6 years in agriculture really solidifies their experiences and encourages them to pursue a future in it. Especially, when you can snag them before they get into sports! My goal is to start an after-school program through 4‑H, that way inner city kids can get exposure every day versus once a year. We did a tremendous amount of service through 4‑H, and I think that is something lost to upcoming generations. Although the animal projects and judging teams were what consumed my time, I think the civic responsibility is what has made a lasting impression on my life. I tell young people not to ever feel bad about the time that they give to someone else because there is not much that compares to it in value.”
Learn more about the 4‑H and American Farm Bureau Federation partnership.
4-H Alumni nationwide have a story to tell and a testimony to share when it comes to how 4-H has changed their lives, shaped their personalities, and opened up doors, getting them to where they are today. As we continue our celebration of successful women and men who are proud to say they are 4-H Grown, we highlight the 4-H alum who are now members of American Farm Bureau Federation, a proud partner and advocate for 4-H!
“I am a proud 4‑H’er! 4-H taught me so many things! How to teach, how to do reports and give reasons. It taught me how to win with good sportsmanship and how to lose with grace. It taught me how to pack a trailer for a week long show & how to make my best even better! I’m so thankful for this program, and it’s why I’m still involved as an Extension Council member, fair board member, and parent today!”
“For me, 4-H was my very first introduction to agriculture. I learned the responsibility of taking care of another being and started gaining some business understanding. I knew how to balance a checkbook before I was in high school because of my 4-H project. But I also learned about making presentations and the importance of giving back to your community.”
Through programs like Florida 4‑H’s Marine Ecology Event, field trips with my local 4‑H club, and public presentations, I had the opportunity to learn at an early age how we’re all connected to the ocean no matter where we live. The 4‑H program provided me with a unique avenue to investigate the challenges facing our planet’s marine ecosystems, and in turn, work alongside my fellow 4‑H members and adult mentors to develop initiatives to engage my peers in playing an active role in protecting our blue planet. As a result, in 2008, I launched Stow It-Don’t Throw It Project to engage 4‑H’ers across the country in tackling the threats posed by marine debris and improperly disposed of fishing line. I later founded the Youth Ocean Conservation Summit, a nationwide network of events to train and activate young conservation leaders.
These initiatives demonstrated to me the power and importance of youth and adults coming together to work collaboratively to protect our planet.
Since my time in 4‑H, I’ve had the pleasure of applying the lessons I learned through the 4‑H program to my work developing initiatives to engage youth as leaders in the fields of environmental conservation, education, and research with zoos and aquariums, conservation non-profits, and government agencies.
Over the past year, I’ve teamed up with EarthEcho International to launch their inaugural Youth Leadership Council (YLC) – uniting an outstanding group of young conservation leaders to support EarthEcho’s work to inspire young people worldwide to act now for a sustainable future. EarthEcho International was established by siblings Philippe and Alexandra Cousteau in honor of their father Philippe Cousteau Sr., and grandfather legendary explorer Jacques-Yves Cousteau, on the belief that youth have the power to change the world. Through the YLC, young leaders have the opportunity to develop international campaigns to engage their peers in taking an active role in protecting the environment, support EarthEcho and its partners as they work to inspire, cultivate, and activate young leaders, and learn about the workings of an international non-profit organization.
I’m excited to share that applications for EarthEcho International’s Youth Leadership Council are now open as we plan to accept five new students from an international audience to join this program. As 4‑H members, I know you understand the important role that young people play in our communities, especially when it comes to environmental conservation. If this is an area of interest to you, I strongly encourage to apply to serve on the YLC by completing the online application by April 22, 2017. Click here to access the complete program details and application.
Together we have the power to positively impact our planet and ensure a sustainable future for generations to come. I hope you’ll consider applying for the YLC! Thank you for your commitment to Making the Best Better in your communities and for our planet.
Another year, another astounding evening of impact and empowerment!
If we’ve learned anything from the 4-H Legacy Awards, it’s that our young people have a story to tell, a community to inspire, and a drive for success and service. The 2017 event was no different, as over 300 4-H alumni, youth, educators, and supporters came together to celebrate 4-H and all that the organization does for millions of kids nationwide.
Held at the Four Seasons Hotel in Washington, D.C., the eighth annual 4-H Legacy Awards honored four 4-H Youth in Action Award winners, three Distinguished 4-H Alumni Medallion recipients, and one strong brand ambassador. Additionally, we were honored to be joined by a group of elite 4-H grown alumni who have a passion for 4-H and prominent platforms to share that passion.
At the core of every 4-H Legacy Awards celebration, it is important to recognize and pay tribute to those who we serve: 4-H’ers.
Kicking off the event was Louisiana 4‑H’er Samyra Miller, using her powerhouse vocals to belt out her rendition of the National Anthem.
Through service, mentoring and drive, the 4-H Youth in Action winners embody what it means to be True Leaders. The 2017 recipients are: Samuel Sugarman (Ag – sponsored by Bayer Crop Science); Amelia Day (Citizenship – sponsored by U.S. Cellular); Bryanne Sanchez (Healthy Living, sponsored by Molina Healthcare); and Ava Lonneman (STEM, sponsored by HughesNet). These young people have used the interests they have in their respective pillar areas to be powerful forces in their communities.
The event concluded with the announcement of the 2017 National 4-H Youth in Action Award winner, awarded to Citizenship recipient Amelia Day, whose work with “Operation: Veteran Smiles” shined.
This year, we were honored to have two proud alumni as hosts, both hailing from New York 4-H and having a passion for culinary arts. Chefs Anne Burrell and Lazarus Lynch led the evening, delighting attendees with their 4-H stories and their work today, sprinkling in a little humor for good measure. Neither alumni are strangers to the Legacy experience. Anne was awarded the Distinguished 4-H Alumni Medallion in 2015, which was presented to her by none other than Lazarus himself.
During the pre-Legacy festivities, National 4-H Council was honored to host the inaugural 4-H Luminaries, a group of influential CLOVER alumni who will serve as CLOVER ambassadors, supporters, and fundraisers for the 4-H mission. From doctors to politicians, entertainers to C-suite executives, over 50 4-H alumni with varied backgrounds have Raised their Hands and signed on to use their platforms to share the power of 4-H.
The Distinguished 4-H Alumni Medallion was awarded to three phenomenal alumni who credit the skills learned in 4-H for their success today. The recipients are: Aubrey Plaza, Emmy-nominated actress and producer, and Delaware 4-H alumna; Dr. Faustino Bernadett, co-founder of the Molina Foundational and California 4-H alumnus; and Kent Bazemore, shooting guard for the Atlanta Hawks and North Carolina 4-H alumnus.
While Kent was not able to attend the event due to an unexpected injury, Aubrey and Dr. Bernadett were in attendance, eager to share stories of their time in 4‑H and how the program made an impact on their lives then and now. This was a theme that was prevalent throughout the evening.
For the second year, 4-H acknowledged one agency that plays an instrumental role in amplifying the 4-H brand. Osborn Barr was the recipient of the 4-H Brand Champion Award, their rural spirit driving the marketing agency’s work in telling the 4-H story.
4‑H has imprinted on so many youth and adults. It is safe to say that all who were able to witness the remarkable examples of leadership and 4‑H pride during the event, and those who have experienced first-hand the long-lasting impact of 4‑H, are all 4‑H Grown.
On March 21, National 4-H Council will hold its 8th annual Legacy Awards in Washington, D.C., honoring and celebrating True Leaders and 4-H Grown Alumni, and bringing together dignitaries, community leaders, entertainers and more to celebrate 4-H and its impact.Here are the honorees and special guests that will be in attendance:
This year, we are honored to have two proud supporters and advocates of 4-H to host this evening of youth empowerment. Anne Burrell and Lazarus Lynch are proud 4-H alumni from New York who are culinary experts in their own right.
Chef Anne Burrell is no stranger to the 4-H Legacy Awards, as she was the recipient of the Distinguished 4-H Alumni Medallion, coincidentally presented to her by Lazarus in 2015. Lazarus currently serves as National 4-H Council Youth Trustee.
The 4-H Youth in Action Awards recognizes four youth who exemplify what it means to be a True Leader, each impacting their communities through our four pillar areas: agriculture, citizenship, healthy living and STEM.
Samuel Sugarman of California 4-H is our Ag winner (sponsored by Bayer Crop Science). A 4-H’er since the age of 9, Samuel developed life skills like public speaking and goal setting, while learning from adult mentors who modeled servant leadership. Through these skills, Samuel created the free Farm Tour Program to connect youth in his community with animals and nature.
Amelia Day is a 4-H’er from Georgia and the Citizenship winner (sponsored by U.S. Cellular). At age 13, Amelia felt the need to encourage and support our nation’s veterans. With the help of the leadership skills learned in 4-H, she creating Operation: Veteran Smiles.
Bryanne Sanchez, California 4-H’er, is our Healthy Living winner (sponsored by Molina Healthcare). As her 4-H club’s first Healthy Living Officer, Bryanne became a strong advocate for healthy living in her community. Using this platform, Bryanne sought to bring initiatives promoting a healthy lifestyle to her Club and community.
Ohio 4-H’er Ava Lonneman is the recipient of the STEM award (sponsored by HughesNet). As founder of a STEM mentoring program and her school’s 4-H Maker’s Club, Ava has reached more than 1,600 youth using 4-H curricula such as Junk Drawer Robotics and 4-H National Youth Science Day activities.
While we are proud to honor our young people, we recognize 4-H Grown Alumni who, through the skills learned in 4-H, are impacting lives and excelling in their respective fields.
Kent Bazemore is a North Carolina 4-H alumnus and shooting guard for the Atlanta Hawks. Kent’s time as a 4-H’er instilled in him a strong belief in giving back, which is why he created the ARMS Foundation as a platform to help children from all walks of life.
Dr. Faustino Bernadett is a California 4-H alumnus and co-founder of the Molina Foundation. The Foundation partners with thousands of community organizations nationally, including 4-H and Cooperative Extension, to distribute millions of new books to children and families for free and supports initiatives to improve the quality of life in communities across America.
Aubrey Plaza, Delaware 4-H alumna and Emmy-nominated actress/producer, starring in the FX original series, Legion. Aubrey is currently working with the Wilmington Drama League to promote community theater and arts programs in Delaware.
“Dream big…and I mean really big!”
This was 4-H alumna Peggy Whitson’s advice to youth from the 4-H Clubs of Houston and Hartsfield Elementary School in Texas during a twenty-minute interview on March 3rd, 2017. And such advice is not to be taken lightly when you consider that it was given by someone 250 miles above the Earth’s surface traveling at 17,500 miles per hour.
You see, Peggy Whitson is an astronaut currently living on the International Space Station.
“It is important for young people to dream big,” Whitson told the 4-H’ers. “And I mean really big. Think about things you might not be able to imagine yourself doing. And then imagine yourself there. And then pursue it as a goal. Because you can accomplish it!”
And if there’s anyone who has followed that advice, it’s Whitson herself. Not only was she the first female commander of the International Space Station, but she was also the first female Chief of the Astronaut Office at NASA, the organization’s most senior leadership position for active astronauts. Dr. Whitson is currently tied for most spacewalks by a female astronaut in history (a record she’ll break during her current or next mission), and will soon hold the record for most days in space for a United States astronaut.
When asked how she feels about breaking records, Whitson told the 4-H’ers, “I think setting records in exploration is very important. It shows that we’re advancing in our capabilities.” She went on to add, “I hope that young people, in your futures, will surpass all the records that you encounter.”
Talk about a dreaming big.
Throughout the course of the interview, Whitson answered questions on everything from her education to her research to her career as an astronaut, and of course, to her time as a 4-H’er.
So meaningful was her time in 4-H, that when asked about her most memorable experience, she didn’t need a moment to think about it.
“That’s an easy question,” she said with a smile, before telling her interviewers that 4-H helped her overcome a childhood fear of public speaking. From speaking to her local club to speaking in space, Whitson credited 4-H for helping her conquer her fear of public speaking, turning it into a skill that would help her throughout her career.
The interview is a fascinating look into the lives of people who, quite literally, live at the edge of the world. At the end of her interview, Whitson encouraged the youth interviewing her to “look for questions, and try to answer them.”
After all, it’s worked well for her.
To watch the interview, click here.
Thank you so much for talking with me today, Regina. It was wonderful to meet you at the U.S. Hispanic Chamber of Commerce Foundation Summit in D.C.
Regina Heyward (RH): Absolutely. I think we immediately connected the moment you told me you were from 4‑H.
I agree! How did you first get involved in 4‑H?
RH: My parents raised me with a focus on education, a strong work ethic and an appreciation for the environment, so they really embraced 4‑H. I think by middle school my sisters and I were going to the local extension office for after-school programs, and I was a frequent participant in 4‑H summer camp. It gave us opportunities to learn about lots of different things—dental hygiene, raising plants, I was even on a livestock-judging team. Today, when I walk into a room as an African-American female, and I’m asked, “Tell us something we don’t know about you,” I say that I judged livestock. That surprises people.
What kind of skills and values did you learn from those 4‑H experiences?
RH: 4‑H really honed my public speaking skills, which later helped catapult my career. To be an effective public speaker, you have to be confident, and one reason that 4‑H is such a great program is that it helps build self-esteem in students. 4‑H gave me opportunities to stand in front of a panel of judges and talk about a subject I had researched. I would compete against young people from other schools and other counties.
Those experiences gave me an ability to step outside of my comfort zone and take on new challenges, which helped set me apart when I went to college and law school.
It sounds like 4‑H had an impact on where you are today.
RH: Yes, I think about that often. I really consider 4‑H and the people I met through it to be one of the key aspects as to why I ended up where I did. It absolutely influenced my passion and my skillset.
The appreciation for agriculture led me to study agricultural economics in college, and I had opportunities to work on international research projects and publish papers about sustainability. That path led me to work in Asia, Brazil and Europe on ensuring that corporate America has practices in place to contribute to positive development.
Has 4‑H changed much since you were in it?
RH: A lot about 4‑H today reminds me of the 4‑H that I was a part of. It’s still serving youth in urban and rural communities across the nation, tackling some of the top issues that we are facing as a society. There has been a shift, a bit, in the kinds of issues we’re looking at. For instance, there’s more focus on preparing girls to be leaders and developing their self-esteem.
There is also more focus on science, technology, engineering and math (STEM). Those subjects are an essential need not only from a business/community standpoint but an economic viability standpoint. It makes me very proud to see that 4‑H is playing a role in some of the real issues that are facing society. We need more organizations like 4‑H that are rolling their sleeves up and really getting into creative solutions that are going to help us win as an overall society.
Can you share some of the challenges you have faced as an African-American woman in business?
RH: I’ve spent most of my career as probably one of two African Americans in the room. But when it became real to me was when I started working in China. I got off the plane in Shanghai, and all of a sudden I was the only American, the only Black person, and the only woman over 5’ 8”. I was looking around, thinking, “It doesn’t get any more ‘only’ than this!”
Here’s what I learned: There are people everywhere who will help you and people who will extend kindness to you. What I had to do was find those individuals who cared about the same things I did and who didn’t treat my diversity or my difference as an impediment to me. My strategy is to work to find common ground or shared interests. If I align myself with the people who understand who I am and I understand who they are, I won’t have a problem. Now, I’ve had a few situations where it was pretty tough to get to the commonality. Or it might take a little bit of time. But I’ve become really good at figuring it out.
Sometimes the commonality is that we both enjoy fishing or we both like football! Whatever it is I’m going to find it, and we’re going to start from that point, and we’ll deal with everything else as we go.
How does the topic of inclusion in business relate to education and youth development?
RH: I think youth development requires an environment where everybody is encouraged, and that’s what’s at the heart of inclusion. Whether you’re in a 4‑H meeting or a board meeting, when individuals from diverse backgrounds and have varied expertise welcome ideas, that’s key to ending up with optimal results.
February is all about hearts! Yes, Valentine’s Day is coming up, but it’s also American Heart Month.The heart is one of the most important organs in your body–you can’t live without it! Unfortunately, heart disease is the leading cause of death for both men and women.It’s about time we showed our hearts a little more love!
You can start improving your heart health today, with the American Heart Association’s ‘Life’s Simple 7’:
Sprinkle some berries, nuts, and seeds on top of the yogurt. I like blueberries, which have tons of phytonutrients. Peanuts and sunflower seeds add some healthy fats and protein, not to mention a great crunch!
Now dig into all those bright, beautiful colors on your plate, because taking care of your heart is the best Valentine you can get!
I had a chance to speak with Michelle about women in STEM and how early experiences can build the framework for later success.
When did you first know STEM was the path for you? Is there a particular moment or experience that sparked your interest?
Michelle Munson (MM): There wasn’t a single moment. There were many, many moments, both at school and in 4‑H. My parents were focused—not just on learning, but also on the practical applications of learning. When I was as young as seven, my mom helped me make some very advanced clothing designs that I would sew from scratch. We also did computing projects—when I was in fourth grade, my mom and I developed a database to keep track of what I was doing in 4‑H.
I stayed in science and engineering because I loved math and science and saw that they had a major impact on the world. I also wanted to create new things. My dad is a farmer who grows crops and raises animals, and my mom is a professor. They both emphasized the value of applying my knowledge to create things, so I ended up choosing engineering because it’s the application. I started a software company where we make new products from the ground up—that’s what I do for my job.
Tell me about the challenges you face working in STEM.
MM: I think the number-one challenge of STEM is it’s hard. The joy comes from mastering difficult subject matter. The problems that we tackle at Aspera are hard. There are no clear answers. The counterpoint is the joy of succeeding when you’re able to advance your own knowledge and reach solutions to complex problems.
Did you face challenges as a woman in STEM?
MM: I think that any challenges were hugely mitigated for me because of my environment. I started doing STEM-related projects when I was young, and quite honestly there was no discussion of being a girl. It just didn’t enter the conversation. I think one of the great things about 4‑H is that it is very balanced in that way. Girls and boys do the same projects—they do them together—and moms and dads are equally involved.
How did the skills you learned in 4‑H influence your career?
MM: The most important skills I learned were public speaking and leadership. Every moment of every day, everything I do relies on being able to communicate effectively, both in speaking and writing. In 4‑H, we did so much public speaking, as well as a lot of writing, to record our projects. I also had leadership roles the entire time I was in 4‑H.
When did you decide entrepreneurship would be your path?
MM: I didn’t make a decision to start a company until I was about thirty. But I think 4‑H gave me many of the skills I needed, as well as the courage and the comfort level with independent projects. I’d been doing independent projects in 4‑H since I was seven, and building a company is very much like that. You use all of yourself—all skills and all aspects. You form something that no one has ever done before. You have to implement your own plan. It’s typically ridden with lots of challenges you have to overcome. It’s very similar to many 4‑H projects.
That’s the essence of leadership, learning to work with people in your own peer group to get things accomplished. And I believe 4‑H does that better than anything in the world.
How do we get more girls and minorities in STEM? What barriers are there?
MM: We have to get young people involved as early as possible. This is where 4‑H projects are so wonderful. You learn the subject in a practical way from a very young age, and it helps you develop an interest in it. 4‑H has no limits to the types of projects you can do in all aspects of science. They help young women develop a sense of independence and counter all of the tendencies that deter confidence in science and math.
How can we get young women more involved in leadership roles?
MM: The same way—4‑H does something very special: it asks young people to start leading their peers when they’re seven or eight years old. You’re responsible for sending out the e-mail or making the phone call to organize the meeting or project, then standing up at the meeting and presenting some information and playing a role in that meeting. To me, that’s the most formative thing. From an early age, you develop a sense of self and self-confidence, and it can build on itself as you get older into middle school and high school. That’s the essence of leadership, learning to work with people in your own peer group to get things accomplished. And I believe 4‑H does that better than anything in the world.
What advice would you give young girls or women starting in STEM?
MM: Stay in the field. Don’t stop. It’s too fantastic to deviate from. And enjoy it. What’s great about science is there’s no limit to what you can learn and there’s no limit to what you can do with it in your career. It’s the foundation of society now, and its practical impact is unlimited.