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Meet Dr. Robert Jones, Chancellor of the University of Illinois Urbana-Champaign, a proud Georgia 4‑H alumnus, and member of National 4‑H Council’s Board of Trustees. A son of a sharecropper in the Jim Crow era of southwestern Georgia, he established himself as a successful scientist, renowned scholar, award-winning musical artist, and today, spearheads innovative research in COVID-19 testing.

During our chat, he shares how his university is eliminating the opportunity gap through a commitment to affordable and accessible education.

 

I’ve had the pleasure of hearing your 4‑H story. For those who haven’t, can you share your 4‑H experience and describe what it was like for you in your community? 

Dr. Robert Jones (RJ): I was encouraged to join 4‑H in elementary school. It was probably the first structured and informal learning environment that I participated in outside of school and church. I do remember our 4‑H chapter met on the top floor of a funeral home, which was pretty traumatizing for me. And although this was in the Jim Crow South—only the Black kids met together—it was a good experience for me. That positive youth development helped me better understand myself and my leadership capabilities.

How was your 4‑H experience different from today’s 4‑H? 

RJ: The idea of youth development, leadership development, and character building are still very much at the core. But how that mission is delivered, I think, has transformed significantly. I think there’s been a deliberate effort to extend this youth development program, through Cooperative Extension*, to more urban communities and communities of color. I think it’s one of the things that has changed dramatically, in addition to the use of technology, particularly during COVID-19. I am delighted that 4‑H continues to carry out the mission of education and training, leveraging technology and innovations. So, while the core mission remains the same, 4‑H’s mission is actualized and the strategies for delivery have changed significantly.

As mentioned on the university’s website, you’re helping to make “world-class college education affordable and accessible.” Why is that so important?

RJ: Affordability and access are things that I have been very adamant about throughout most of my academic career. Because of my father—who made sure we didn’t miss school to harvest crops—I’ve always understood the value of an education. I think it was W.E.B. DuBois that said something like, “There’s nothing more fundamental or more critically important than the right to an education.” I embrace and invite that notion throughout my life. My parents couldn’t afford to send me to college, so I had to work two full-time jobs to make enough money to pay my first year of college tuition. I had to work to provide access to my own education and my goal is to try to make it easier for others.

Besides your father, was there someone in your life who had a similar passion and invested in you the way you invest in young people today? 

RJ: I call them interveners: those who protect you from yourself. The first one in my life was my vocational agriculture teacher in high school. He took me under his wing and encouraged me to get involved in different programs. When I attended Fort Valley State University, there was Malcolm Blount, who was in charge of undergraduate education for all the Agronomy Science students. He set very high expectations. Lastly, while in the Ph.D. program at the University of Missouri, there was Jerry Nelson. He prepared me for a life as a university professor and a successful scholar and scientist. He nominated me for the George Washington Carver Scholarship that made a financial difference in my own accessibility and affordability of education. These were the folks along the way that helped make a difference.

During your tenure as Chancellor, you’ve spearheaded many of the university’s efforts in expanding diversity within the school’s programs and opportunities within the community. Share some of the university’s successes in closing the opportunity gap.

RJ: We have almost 10,000 international students. However, we struggled a bit with increasing the diversity of the student body. So, we were able to create the Illinois Commitment, which offers free tuition and fees for any in-state student from a family making $61,000 or less to provide access to the university experience. As a result, we brought in the largest cohort of African American and Latinx students in the university’s history. We had a 7.2% increase the first year. It’s a big financial commitment to do that. But, nothing’s free; somebody has to pay this commission. So we decided that we would pay it. It has been one of the most transformative things I’ve been able to do at a university. And in a financial crisis caused by the pandemic that’s costing us over $200 million so far, we made a commitment to continue advancing access and affordability.

How did the university’s work shift during a global pandemic, and how is it continuing to evolve?

RJ: I’m proud to say that we were one of the first institutions to move to remote education. But we were hearing from our students and their parents that they wanted to be back on campus. We knew that the best educational experience you can offer students is a face-to-face model. So, we decided on a hybrid model to start the fall semester, with about 30% of our courses in-person. To make this happen, we needed to conduct tests at least twice a week, and the nasal test is very uncomfortable. It was evident to us at the time that the available COVID-19 testing capability was not going to be congruent with our ability to bring nearly 50,000 people back to campus. So, as one of the top institutions receiving funding from the National Science Foundation—allowing us to continue advancing research during the pandemic—we did what Illinois does: we invented our own test! Our saliva-based COVID-19 test is the most innovative in the world. It’s scalable, cost-effective, and it is the main reason we could complete the fall semester the way we started.

Now, over 50 universities are using our test or taking an interest. There’s potential for implementation in Seoul, New Zealand and Indonesia. We’ve even had conversations with the Biden Administration. So, what we developed for our own selfish purposes to bring our students back on campus has turned into a testing ecosystem.

Your overall commitment to putting your students first is admirable. How can more universities close the opportunity gap and create more equitable experiences for young people in all stages of their learning/careers?

RJ: As leaders in higher education, we should be concerned about the educational experiences of students on campus, and work with K-12 education to ensure more students are college-ready. We have to take some ownership of the fact that the percentage of students of color graduating from high school is going down. The percentage of students of color that are college-ready is only a fraction of what it was 10-20 years ago. So I can’t sit here creating multimillion-dollar programs to provide access and affordability for students when there is a decreasing number of students that are going to be qualified to take advantage of these opportunities. We need to be more intentional and strategic to ensure kids are reading by third grade, doing math by fourth grade, and college-ready by ninth grade. We need programs like 4‑H, which provides essential youth development resources, mentors and hands-on experiences for life, college and career readiness.

 

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.

 

This interview is a part of a series of blogs supporting 4‑H’s Community Impact program emphasizing Diversity, Equity, Inclusion – an effort sponsored by Nationwide®

Nationwide, the Nationwide N and Eagle and Nationwide is on your side are service marks of Nationwide Mutual Insurance Company. © 2021 Nationwide 

For more than 100 years, 4‑H has helped young people develop the skills that led them to successful careers and contributions to their communities. Today, they are industry leaders, activists and experts who use their influence to pay it forward and help eliminate the opportunity gap for communities and kids across the country. To commemorate Black History Month—and with support from Nationwide®—I will be sharing stories from African American 4‑H alumni who are creating opportunities for all kids and communities.

I am excited to launch this in partnership with Nationwide, one of the largest diversified insurance and financial services organizations in the United States, to inspire young people from all backgrounds to see the opportunities available in agriculture and beyond, and provide the tools and confidence they need to bring their new ideas and passions to life.

Throughout February, I’ll be having one-on-one conversations with industry changemakers, such as Dr. Robert Jones, Chancellor of the University of Illinois at Urbana-Champaign and Georgia 4‑H alumnus; Kyle Bridgeforth, Bridgeforth Farms and Alabama 4‑H alumnus; Avery Williamson, Pittsburgh Steelers linebacker and Tennessee 4‑H alumnus; Cooperative Extension* leaders of historically Black colleges and universities**; and many others.

These alumni inspire others to take action and be catalysts for change through leadership and innovation in their respective fields. From education to agriculture to the National Football League, these individuals are creating a future that is equal and accessible to all young people. Join me as I celebrate their leadership in developing equitable solutions for the next generation, while telling stories of diversity and innovation that are essential to the future success of our economy, our country and our world.

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.

**The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).


Nationwide, the Nationwide N and Eagle and Nationwide is on your side are service marks of Nationwide Mutual Insurance Company. © 2021 Nationwide

 

In October, we celebrated 4‑H STEM Month with exciting, informative, and interactive STEM events and content. Here’s everything you may have missed and how you can relive the excitement.

The Main Event: 4‑H STEM Challenge

We went to Mars and back with the 2020 4‑H STEM Challenge, Mars Base Camp, where we learned all about the red planet and what it takes to plan a mission. Kits are still available for purchase at Shop 4‑H, so anytime is a good time for a Mars mission!

Fun with the Science Guy

We launched STEM Month by announcing our 4‑H STEM Challenge Ambassador, Bill Nye, CEO of The Planetary Society and popularly known as the Science Guy! The science expert hosted a fun Mars Base Camp Trivia Challenge with a group of 4‑H’ers, and shared space facts throughout the month. Rewatch and test your space knowledge.

STEM in the Community

We partnered with several organizations to bring STEM learning to more kids and communities everywhere through additional 4‑H STEM Challenge Kit distributions to communities and groups across the country. Thank you to Afterschool Alliance, American Camp Association, American Library Association, First Book, Imagine Science, and NASA.

4‑H STEM At-Home Video Series

We kept the STEM momentum throughout the month by offering video interviews, tutorials, and career profiles. Here are just a few of the videos released:

Check out more videos in the 4‑H STEM Challenge YouTube playlist!

NASA Scientists Answer Space Questions

We caught up with scientists Brian Day and Emily Law, two members of NASA’s Solar System Treks Project, for a live Facebook Q&A! They answered questions about Space, life on other planets, what it’s like working at NASA, and more. Check out the Q&A and learn from the space experts!

Want More Space?

Because we didn’t want the learning—and fun—to end, we recently introduced an exciting 4‑H at Home experience, 4‑H Space Exploration! Brought to you by Texas A&M University and Utah State University Extension, the new destination explores the wonders of Space with easy at-home experiments and short educational instructional videos.

So, What Did You Think?

If you got a Mars Base Camp kit, we want to know what you thought! Share your experience and what you hope to see in a future 4‑H STEM Challenge. The first 250 respondents will receive $10 off their next purchase of $20 or more at Shop 4‑H.

As it turns out, STEM careers aren’t just in cities.
Everyone talks about how important STEM learning is, and for good reason. Learning the principles of science, technology, engineering, and math can prepare you to work in specialized jobs that pay well – and are really fun. 

Take Rob D’Amico, for instance. He grew up loving roller coasters, then turned that passion into an engineering degree that led him to where he is today: working as a software developer for internet provider HughesNet, a job for which he programs the software on satellites orbiting Earth. 

We talked to Rob to learn about what he does, how he got there, and why he loves his job.

Editor’s Note: This interview has been lightly edited for brevity and clarity.

 

Can you tell us a little bit about your job? What are your duties and responsibilities on a day-to-day basis?

Rob D’Amico (RD): I write embedded software that helps run our satellite services. It runs on a network device – like the modem or router that our customers have in their houses – and it helps manage their satellite internet connection behind the scenes. Most of my work involves long-term projects to improve our software. I might be writing new code, testing my code to make sure it’s doing everything it’s supposed to do, or looking at existing code to see why it’s not working correctly. I sometimes have to investigate the electronic hardware to see what’s going on, and I work with a lot of other engineers to make sure we get things right.

Where did you grow up? And did where you grow up have an influence on your career path?

RD: I grew up in the suburbs of Pittsburgh, Pennsylvania. Despite being so close to the city, my family was never very tech-savvy. I wanted to go to college to learn more about engineering and how computers and other electronics work. I could have gotten a job in the Pittsburgh area, but having an engineering degree gave me a lot of opportunities to move to or visit new areas and experience them. I live in Maryland now, and I hope my career will take me many more places.

Where did your path to engineering begin? What activities as a child inspired you? Did you have any mentors or idols that you looked up to?

RD: I knew I was good at math and science, but I didn’t really know what I wanted to do for my career. I was very interested in roller coasters, and loved to ride them, watch them, and try to understand how they worked. My favorite computer game was always Rollercoaster Tycoon! My dream was to eventually become a rollercoaster designer. I understood later that knowledge from several fields, including mechanical, electrical, and software engineering, was a critical part of that. My teachers were definitely mentors for me along the way.

How did you finally decide that this was the career for you?

RD: I didn’t give up on my dream of designing rollercoasters, but I became more interested in electronics and software. I went to Penn State and I was introduced to Hughes at a Career Fair on campus. I spoke to someone who would later be one of my co-workers and they convinced me that Hughes was the right fit for me. I didn’t know anything about satellites when I started at Hughes, but I had a strong foundational understanding of electrical engineering. Thankfully, a few people on my team studied the same major as I did but had a few more years of experience so I looked to them for guidance along the way. This gave me a confidence boost knowing that in a few years I could have the skills and understanding that they did. 

For kids who are interested in exploring engineering, what classes, activities, etc., would you recommend them pursuing?

RD: If you enjoy learning and problem-solving, then you should pursue activities that allow you to do that. Your school may offer classes that teach different areas of technology, and they might have clubs for you to do even more. I was involved in computer-aided drawing (CAD), but I wish I would have also done robotics activities, since they are an awesome way to learn the basics of electro-mechanical engineering. I would encourage young people to explore as many different areas as they can. 

What are some of the challenges of being a satellite engineer? What are some of the benefits?

RD: Working with satellites is fascinating, because there is no other technology that stays in use as long. Your cell phone is replaced every year or two these days. But a satellite, like the ones that power our HughesNet service, could be in orbit for 15 years! That’s a long time in the technology world. And one of the challenges is to continue to optimize the customer’s internet experience using the same satellite signals, and pairing those with increasingly sophisticated software and devices in the home. So a major challenge for a satellite engineer – and any engineer, really –  is that you never stop learning. School is a good start, but technology continues to progress, and you need to work to keep up. I stay in touch with new technology and best practices through training lectures and programs. And I also recommend starting work as soon as possible after college. After a few years of hands-on experience, it is easier to figure out what specific kind of engineering you like. Some people go on to get their master’s degree and even Ph. D., depending on their field and company. These challenges are also benefits; you can ensure that you’re never bored with your work, and you’ll make many friends and gain many new insights from the people you encounter.

How would you encourage a kid who wants to pursue becoming a structural engineer – or any other STEM-based career, but are worried about the lack of job opportunities?

Rob D’Amico (RD): With the growing popularity of teleworking, a lot of engineers are able to work from anywhere. There are also more engineers and scientists out there than you think, so don’t give up on your dream!

As it turns out, STEM careers aren’t just in cities
If you live in a rural community, you probably know the farming and agriculture jobs available to you. But did you know that STEM careers exist no matter where you live? It’s true: Science- and tech-centric careers don’t just happen in urban areas. Regardless of where you live, STEM jobs are almost always in demand and are usually pretty well-paying. We talked to Martin Nelkie, a 4‑H alum and an electrical engineer at Tyson Foods in North Sioux City, South Dakota, to learn about how he landed in a STEM job and the unique challenges and benefits that come with living and working in a rural setting.

Editor’s Note: This interview has been lightly edited for brevity and clarity.

 

Did you grow up in a rural area? If so, how did that influence your decision to establish your STEM career in a rural area?

Martin Nelkie (MN): I grew up on a small dairy farm several miles from a town with a population of 2,500 people. Growing up on the farm, I wanted to become a farmer, and I greatly enjoyed the lifestyle. But I enjoyed playing with fireworks, amateur rockets, as well as remote-controlled cars and planes. I studied model rocketry at a 4‑H camp at Michigan State University, and that was one of my favorite weeks of the year. I also participated in a spring competition consisting of various local 4‑H clubs where we would create various projects to present. My brothers and I would always have competitions with Lego cars, and crash them together to see who had the strongest. I really enjoyed making things, and seeing what they could do.

What was your educational path to becoming an electrical engineer?

MN: In high school, I took many AP classes, which did not have a direct affect on my college education, but were a great educational base for me to build upon. I did well with most science and some math classes in school. I really enjoyed the applications of principles with biology, chemistry and physics. I actually struggled with some of my college math courses; the math often seemed arbitrary and inapplicable. It was not until later classes like signals and systems and higher-level physics that some of the mathematical concepts made more sense.

My message to students thinking about their future is that I recommend having a first-choice career path and a backup one before starting. And, remember, there is no need to break the bank for your entire education. There are many specialized classes that I did not appreciate until after college. I attended the University of Detroit Mercy and it was required that students take three internships during their schooling. This was one of the best experiences for me, and I feel it helped me get my first job, and learn how to apply what I was learning in the work environment.

Can you tell us a little bit about your job as an electrical engineer, and what your duties and responsibilities are on a day-to-day basis?

MN: I currently work in the controls and automation department. I code PLCs (Programmable Logic Controllers) and HMIs (Human Machine Interfaces), which run various operations around the plants. Examples include refrigeration systems, processing chains, conveyors, and other systems. I work with the design engineering department for new additions to plants and upgrades to old equipment.

What are some of the challenges of being an electrical engineer in a rural area? What are some of the benefits?

MN: Working as an electrical engineer in a rural area requires a lot of travel to where the work is. Tyson has many facilities scattered across the U.S., and depending upon the project, we must travel to them to complete our work properly. This can be a positive or negative thing; If you are able to plan accordingly beforehand you can minimize travel by doing a significant amount of work before going to the location. The cost of living is significantly lower in rural areas, and you are able to develop yourself in a small-town atmosphere.

How would you encourage a kid who wants to pursue becoming an electrical engineer – or any other STEM-based career – in a rural area, but is worried about a lack of job opportunities?

MN: Don’t be afraid to travel. Most of the education received is universal from school to school. And with the advent of online classes, you get out what you put into it. When I went to University of Detroit Mercy, living in a big city was very different from anything I was used to. It was also one of the greatest experiences I have had, and it broadened my view on many areas of life.  Had I stayed in a more rural area for my education, I may have missed out on these opportunities. There are jobs everywhere, even in rural areas. You just need to look and be open to the possibilities.

In this week’s “4 for 4” interview, I chat with Dr. E. Gordon Gee—proud Utah 4-H alumnus and president of West Virginia University—on the future of education post-COVID-19.

You have held more university presidencies than any other American according to Wikipedia. So, looking back on your life’s journey, what or who stands out for helping put you on this path?

Gordon Gee (GG): Well, I think there are so many people I could talk about, but obviously loving parents, great friends, and a family that has continued to be very supportive of me. I also think that being a university president is more akin to a calling than a job. It really is about working with people that you know with which you’re going to be able to make a difference. And in particular, the Land Grant institutions that have been immensely important to me.

In the wake of COVID-19 and the national shutdown, how are you seeing universities adapting to change the future of higher education?

GG: Well, some people say we are going to go back to normal. I don’t believe that. I think that it’s a new world, and I welcome that because I believe that as with everything, the world is in fast forward and we need to change. We need to change immediately. We need to be very disruptive. We need to think about what the world is going to look like 20 years from now and then we need to organize higher education accordingly. That is going to require a much different kind of format and even a much different kind of institution than we’ve had over the last 50 years.

Well, I’m sure that’s why you’ve been successful as a university president. You’re so open to change and embracing it. So, tell me how do you think the relevance of 4-H and Cooperative Extension changes in this moment of COVID-19?

GG: I think that when you think about what Abraham Lincoln wanted 150 years ago, that was to develop community-based education to have institutions that really made a difference in the daily lives of people. I think that in this 21st century, we’ll have to think differently about what 4-H is going to look like. But its importance, I think, is incredibly significant right now because it goes to the family, to the character, to the quality of life and to the fundamental nature of our democracy.

What insights do you have for us about Gen Z and how they want to change the world?

GG: Well, if you think about the gap between the millennials, which would have just graduated, and the Gen Z, it is huge. It’s a chasm. They look at the world much differently. 40-50% of them don’t want to work for anyone. They want to be entrepreneurial. They want to start their own businesses. They are very community-centered. They are very job oriented. And so all of those things dictate that this new group of individuals are really acclimated to what the new world will be after the coronavirus. I think that in many ways the coronavirus amplifies the kind of strengths of these young students we see. And of course, I love them dearly. I’d like to adopt every one of them but that’s impossible. Nonetheless, I miss them in my life while they are not here on campus with me.

Since joining National 4‑H Council 14 years ago, I’ve had the honor of meeting and building relationships with 4‑H alumni and supporters who are serving and leading with purpose. I thought now would be a great opportunity to reconnect with my colleagues for a new virtual series, 4 for 4. 4 questions. The concept of these talks is simple. We ask four questions in four minutes.I’m excited to launch the 4 for 4 series with Wade Miquelon, president and CEO of JOANN Stores and a member of the National 4‑H Council Board of Trustees. We discuss how stores have supported communities during COVID-19. The concept of these talks is simple.

So, Wade, looking back on your life’s journey so far, who or what helped you to succeed?

Wade Miquelon (WM): I would say more than anything, you know, it’s really the word others. At an early age, having role models to look up to. Having mentors, seeking them out. Having good bosses and taking their advice. Also working with peers and collaborating to work together versus trying to work as a silo. Hiring good people and letting them run and do their job and supporting them. It’s really about others. And one person can only do so much, but if you can surround yourself in all directions with great people then great things happen.

You’re the chief executive of one of the nation’s most well-known brands. What advice would you give young people who want to succeed and aim high like you?

WM: I would say first and foremost, I think it’s critical that you really find something you love and you do it will all your heart and you’ll be successful. You know, there’s no right or wrong. I was originally an engineer and I felt I wasn’t a great engineer and I didn’t love engineering. It was a great background. Then I found something I loved in business and I went for it with my heart. No matter what it is, put your passion into it. And the other thing too is that life gives us certain windows of opportunity, and when you see those opportunity windows, step through them because they close very quickly. Create an eye for seeing opportunities and not being afraid to take some personal risks.

Well over the last few months, JOANN has stepped up with volunteers to make and donate over 100 million masks for those in need during this COVID-19 pandemic. So, why from your perspective is this commitment to service so important to you and the JOANN family?

WM: You know, our customers are unique people. They almost all come into the store to make something. Most of the time, 70% of the time they are making something to give to a sister, a friend, a daughter, a child. And almost 30% of the time they are making to give to charities. It could be blankets for children in hospitals. It could be blankets for people in shelters. It could be quilts for people with cancer. It could be things for veterans. You name it and for the homeless and so that’s who pays our bills is a very giving customer and so we need to be giving back and be authentic about it.

Do you have any words of encouragement for kids who are home right now because of the coronavirus and are thinking about their futures?

WM: Yeah, I do. The first thing I would say is, you know, don’t worry about the future. Things are going to be okay. There will be a great future there. There’s going to be great opportunities. This too will pass like so many other things. So, I’d say, try to do sometimes when you’re without from within. I read a story once about a man who was in a prison camp basically in Vietnam and basically for many years he wrote several books in his head. Every day he would write the next page and memorize and when he was released, he put them quickly to paper and won multiple awards. And, I say it because you should use your time productively. You know, you may not have time like this where you can learn new skills. You can research new things. You can find new ways of communicating. So, don’t waste this precious time. Look at it as a gift to do all of the things that maybe you didn’t have time to learn and do and when you’re without, do from within and I think you will be so much stronger than you would have been otherwise. And this too will pass, and your opportunities will be there for you.

 

Originally published for University of Missouri Extension. 

“In good times, 4‑H is a wonderful resource to help develop the youth of America and around the world. In hard times, like what we’re going to feel through this crisis and into the coming recession, that value expands exponentially,” said Richard Maltsbarger, president and CEO of Pet Retail Brands, a multinational pet products company.Maltsbarger is also a 4‑H alumnus from Pettis County, Missouri, and member of National 4‑H Council’s board of trustees.

In response to COVID-19, National 4‑H Council launched the FOURWARD Fund to provide educational resources and funds to help support local clubs and extension. “I’m proud of all the ways in which 4‑H is adapting so quickly,” Maltsbarger said.

As a kid, Maltsbarger had worked on small engine projects in 4‑H, developing skills he still uses today. He said those experiences “really began some of the first embryonic stages of understanding the place I could possibly have in a much broader world than just Pettis County, Missouri.”

He emphasizes the importance of the 4‑H pledge(opens in new window). “When you include the words ‘world’ and ‘country,’ the fact that you are making a commitment that stretches out to all of the world, that was a big moment for me as a kid,” Maltsbarger recalled.

“The activities and the work that we did in agriculture in real life, even in small-town Missouri, were tied into a broader world economy,” he said.

Maltsbarger decided to attend the University of Missouri because of how university extension helped to make 4‑H possible. “I took the same spirit of 4‑H and started teaching myself how to program computers,” he said. “Ultimately, my first job was working on a computer program at Farmland Industries.”

4‑H gives children confidence and helps them understand that they have the ability to learn new skills, he said. “If I can do that, I can do this; for me, that was computer programming.”

Today, Maltsbarger runs a company that distributes food and supplies for more than 125 million pets. “I love what I do, I love the opportunity to go into our stores every day and work with people that are just like my family. We work to serve people who love their pets,” he said.

“The most important thing I learned from 4‑H was that you have potential, and that potential can expand to any size community and any place in the world,” Maltsbarger said.

His advice to 4‑H’ers is to not lose the essence of the pledge in the way they continue to live life as an adult.

“I’m proud to be a part of 4‑H,” Maltsbarger said. “I’m proud to be a part of the team that helps understand what we can do to expand the resources and the reach of 4‑H every day.”

 

Teki Hunt’s 4‑H experience began in a diverse Arkansas community, where she participated in a multitude of projects, from fashion to shooting sports to cooking, to name a few.

Teki received her undergraduate degree at Spelman College, a historically black college for women.  Although she did not attend an 1890 land-grant university*, she knew the value and impact that those institutions have on communities. Teki is now director of 4‑H Youth Programs, as well as co-program director of the Peace Corps Prep Program at the University of Arkansas Pine Bluff (UAPB).

Teki shared with me how her passion for early childhood development and special education led her to spearhead the development of the university’s 4‑H program.

Please can you tell me about your 4‑H experience in your community?

Teki Hunt (TH): I started 4‑H in the second grade in 1981. In the lower grades, the focus was on arts and crafts. When I entered the 5th grade, I participated and competed in events at the county office, such as bicycle safety, BB gun shooting, archery, gardening, and cooking. I even won for the county and competed in the state bicycle safety competition.

What were some of the standout skills you learned in 4‑H, or what experiences did you have that helped build the foundation of where you are today?

TH: The one thing that stood out for me was the interactions I had with other people during contests and presentations. I was accustomed to getting up in front of people at church, but it was a different, unfamiliar audience in 4‑H. I needed to be confident and comfortable, no matter where I was or the audience to which I was presenting. We were encouraged to step outside the box and expand our worlds. I think 4‑H is still good at that!

Were there any influences growing up that led you to study child development in college – whether it was a person or an experience that you had?

TH: Initially, I wanted to pursue a career in pediatrics because I always liked working with kids, so I started pursuing a degree in pre-med. However, I switched to child development because I wanted to build an ongoing relationship with kids. After babysitting a child with down syndrome—my first babysitting job—I ended up studying and earning my master’s degree in special education at the University of Georgia (UGA). That experience was a turning point in my education and career.

What did it take for you to get to where you are today? Did you face any challenges as an African American woman in your profession or when pursuing your education? If so, how did you overcome those?

TH: Our community was mixed when I was growing up. My Mom worked at a hospital as a nurse, and my Dad is an attorney, so we always interacted with people from different backgrounds. It wasn’t until I went to graduate school that I was treated like I didn’t belong. UGA was integrated and had been for a while.  When I was there, the students weren’t very accepting of me. I stuck it out, utilizing the graduate student support group and the multi-cultural center on campus.  I also attended a local multi-cultural church, so I found places of acceptance.

After graduate school, I joined the Peace Corps, with the hopes of working with open-minded individuals who wanted to assist in developing countries. Unfortunately, I was the only Black in my cohort and experienced stereotyping, both in the training lessons and personally. I was even told I wasn’t American because of my skin color and how I blended in with the native Dominicans. Although speaking up didn’t help, after completing my training, I was readily accepted in the community where I served.

After college and the Peace Corps, what led you back to 4‑H to work with Cooperative Extension**?

TH: I returned to Arkansas to work in special education; I served in various early education centers that needed childhood special education services. The UAPB childcare center was one of the centers where I was assigned through the educational cooperative. In 2011, I was offered an adjunct position at the university to teach child development courses. Although I was hesitant, preferring to work with children under five, I accepted the opportunity and I liked the experience. Later, because I grew up in 4‑H, I was asked to help start the 4‑H program at UAPB. After helping co-advise the Collegiate 4‑H club, and earning the role of Assistant to the Dean, I was officially tasked with launching the 4‑H program. I was named the first Director of 4‑H Youth Development Programs at the university and learned the full scope of 4‑H through attending conferences and researching 4‑H programs in other states.

Can you talk a little bit about how 1890 land-grant universities and University of Arkansas Pine Bluff are continuing to open doors for African American students and youth, and expanding knowledge in communities?

TH: A lot of students don’t realize all the careers and opportunities that are available. However, when they attend a land-grant institution, they see the influence of USDA. We teach them the importance of agriculture and the science that powers it. We introduce students to their passion. We—and all historically black colleges and universities (HBCUs)—invest in the future success of our students. We want to make sure our students truly understand the value of our programs.

How do you think schools or other youth organizations, including 4‑H, can follow the example of the 1890s when it comes to encouraging more diversity and empowering young people to seek out more leadership roles?

TH: We need to encourage them at an early age, expose them to the career options available, and engage them when they’re still curious and open to new thoughts and experiences. It’s important to help kids recognize they have value and let them know that they can teach the teachers. We’re learning and growing together.

Where do you hope to see these kids in the future?

TH: I would love to see them engaged in a career that they love, giving back to their communities, and mentoring others like they were mentored in 4‑H. 4‑H and UAPB encourage kids and students to see beyond what’s in front of them and work with people who don’t look like them. I want them to spread their knowledge and understand the value in themselves and those around them.  I hope they explore beyond their communities and bring back ideas that will make their communities, land-grant universities, and the world better.

 

*The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).

**The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land-grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.

 

Dr. Dawn Mellion-Patin grew up in Iberville Parish, Louisiana, where she was encouraged to join her local 4-H club, which had a majority Caucasian membership at the time.

“There may have been one or two African American kids in the local 4-H club,” she remembers. “Now that I think about it, those of us who joined 4-H were hand-picked; I believe my teachers were trying to integrate 4-H.”

Although Dr. Mellion-Patin did not grow up around agriculture, she received undergraduate, graduate, and doctorate degrees in the field, as she realized early on that was where she belonged. Today, Dr. Mellion-Patin is Vice Chancellor for Extension* and Outreach at Southern University. She shared with me her journey in agriculture, as well as her views on the impact of 1890 land grant universities**.

What was your 4-H experience like for you?

DMP: I was an active 4-H’er in elementary school from 1977 through 1980. Before joining, I noticed 4-H’ers were showing their projects—from animals to sewing to cooking—at our local annual fair. I think our teachers wanted us to have similar opportunities and experiences.

What are some of the stand-out skills or experiences you may have taken from 4-H that became the foundation of where you are today?

DMP: I would have to say confidence. I’m from the deep south of Louisiana, and when I was in elementary school, schools were just beginning to integrate. There were 30 kids in my class, 25 white students—with the majority placed in higher aptitude classes—and five black students. By encouraging me to join 4-H, my teachers made sure that I was exposed to more learning opportunities and experiences—like what my white classmates receivedwhere I gained confidence and improved my public speaking skills.

You talked about the influence of your teachers. Did you have any other mentors growing up who paved the way for you?

DMP: When I was growing up, my minister, doctor, and several other people in the community rallied behind me. However, most of my mentors have been individuals at various levels of my education. I have mentors who would not let me quit even when I wanted to. Sometimes it just takes people to lift your hopes. These types of mentors understand the importance of giving back and being of service to the community. I like to think that I’ve done the same for my students.

Did 4-H influence your decision to major in agriculture? 

DMP: My first major was pre-med chemistry, and 4-H did not influence that. I started focusing more on agriculture and realized very early on that it was where I was supposed to be. I changed my undergrad major to plant and soil sciences. When I got into agriculture, I remembered my 4-H experiences and started reading more about the field. It was wonderful learning about and studying agriculture for the first time! As a kid, I did not associate my involvement in 4-H with agriculture, but by the time I got to college, everything came full circle.

What led you back to Extension after finishing college?

DMP: I received my master’s degree in agricultural education at Southern, and those studies took me from being a student of Extension to a practitioner of Extension. When pursuing my doctorate at Iowa State University, I decided to major in Extension agriculture and Extension education, because I knew the positive impact 4-H had on me as a child. After receiving my doctorate, I had an opportunity to go back to my alma mater, where I earned an outreach and a teaching appointment. In 2003, I resigned from my tenure teaching post and joined Extension full-time.

What did it take for you to get to where you are today, and how did you overcome the obstacles of being an African American woman in your profession?

DMP: It took self-confidence, for which I can credit my mentors who always encouraged my growth and development. Reading also enables me to feel more confident and comfortable in conversations and situations in which I may lack experience.

I was also in the Louisiana Army National Guard for eight years, before attending Iowa State. When you have that type of experience, it sets you apart from your peers. When my studies became challenging or when I experienced unbelievable isolation in graduate school, I had to dig deep. As African Americans, we’re always told, “You have to be better; you can’t be average; you have to do more.” It was something I heard from the 1st grade, so I never got comfortable and continued pushing for more.

How are 1890 institutions continuing to open doors for students, and how are you expanding that knowledge in the community? 

DMP: Two of the biggest things that these universities contribute to future generations are exposure and a combination of compassion and tolerance. We fully understand the challenges that some of the students face who come through the door. We still receive first-generation college students, students who come from marginalized backgrounds, and students who’ve had a rough way to go—both African American and Caucasian. A lot of the university staff were also first-generation college students, so we understand and show compassion for their struggle, and offer a lot of encouragement.

What do you think it will take to empower more minority youth to seek out leadership roles through youth development organizations and schools? 

DMP: There needs to be more exposure to impactful opportunities. Through a grant program, we have several gardens for elementary and middle school students. Access to these gardens has inspired the kids to consider agriculture as a major at Southern University. A lot of kids just aren’t familiar with the career opportunities available, so it’s essential to show them.

What is your vision for the next generation of African Americans in education, leadership, and agriculture, or any other profession?

DMP: I would like them to have a broader reach, a more significant focus, and increased opportunity. My generation feels responsible for uplifting our communities. In this new age of technology, nothing should be limited to a community any longer. I want the next generation to be bold enough to step through the doors that are opening and open new doors. I hope that they have the confidence to know that they belong, to have the skillsets to make them valuable contributing members of society, and to have the wisdom to know what they need to accomplish.

*The Cooperative Extension System is a nationwide, non-credit educational network. Each U.S. state and territory has a state office at its land-grant university and a network of local or regional offices. These offices are staffed by experts who provide useful, practical, and research-based information to agricultural producers, small-business owners, youth, consumers, and others in rural areas and communities of all sizes.**The Morrill Act of 1890 requires each state to show that race was not an admissions criterion, or else to designate a separate land-grant institution for persons of color. Among the seventy colleges and universities which eventually evolved from the Morrill Acts are several of today’s historically black colleges and universities (HBCUs).