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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 4‑H alumna, I know this organization gives young people something invaluable: inspiration to learn. 4‑H’s hands-on programs engage students in the learning experience and offer the opportunity to turn concepts into reality. Whether it’s baking, sewing, growing or giving back, 4‑H members gain confidence, discipline and motivation to continue learning, as they have for more than a century.
For the past 75 years, JOANN has also been on a mission of inspiration. We aim to inspire creativity in everyone, and to help them continue to create using their hearts, hands and minds. This is where our organizations perfectly align, and I am very excited to officially announce our partnership with National 4‑H Council this week. From our 4‑H Rewards program, which offers members a 15% discount on all JOANN purchases, to in-store learning opportunities and special events, we hope to inspire the more than 6 million 4‑H members, staff and families discover their creativity.
Regardless of focus area, we know 4‑H members can find their Happy Place creating with us. Some ties are evident, such as those who might use our fabric and notions to pursue an interest in fashion design. Other opportunities may be less obvious, such as decorating a prize-winning pig’s pen, icing the perfect cake for a bake sale, or making no-sew blankets for a local charity project.
By promoting learning as beyond school curricula, we can help young people grow into well-rounded, inspired and self-motivated leaders. I’m confident that together, JOANN and 4‑H will inspire millions of members, volunteers and many others, to continue learning and to continue creating throughout their lives.
When I think of mentoring and what the relationship means, there’s one particular word that I feel is at the core of why any mentorship exists: Future. Both the mentor and mentee build a relationship in the hopes of improving or positively affecting the other’s future. They share or grow a common bond/interest that could ultimately lead to a continued connection. They learn from one another and draw from the skills, knowledge, and experiences of the other in the hopes of having foresight into opportunities to come. Whether directly or indirectly, a mentor and mentee are a part of each other’s future.
In 2002, St. Louis 4-H and Kansas City 4-H set out to help prepare youth for their future and created 4-H Youth Futures, a program described as an “extensive college orientation program.” The collaboration brought together 40 local high school students who were given the opportunity to connect with one another and gave them the knowledge and skills to take charge of their futures. Today, 4-H Youth Futures serves nearly 1,000 youth across the state of Missouri, through the grant-funded 4-H National Mentoring Program.
The 4-H Youth Futures program is one that I have always admired. It is opening doors for True Leaders to become first-generation college students, top scholars, and future leaders in their communities.
In honor of National Mentoring Month, I had the pleasure of connecting with two active members of the program: Tommy E. Thomas III, mentor, CLOVER Youth Development Specialist in Jackson County; and Raul Lares-Cruz, 4-H Youth Futures Kansas City program mentee. From both the mentor and mentee perspective, they how the futures of Missouri youth and their communities are looking brighter because of the impact of the 4-H Youth Futures program.
"[Mentor and mentee] learn from one another and draw from the skills, knowledge, and experiences of the other in the hopes of having foresight into opportunities to come."
Tommy: I began my involvement with the 4‑H Youth Futures program upon starting my role as a 4‑H Youth Specialist with the University of Missouri Extension in October 2016. I took over all responsibilities for the National Mentoring Program Seven – Youth Futures program including program implementation and mentor/mentee recruitment.
Raul: I got involved in 4‑H Youth Futures because of the college advisor at my high school. She told me about the program, and I thought I would benefit from it.
How has the program made an impact on your life?
Tommy: 4‑H Youth Futures has made an impact on my life by allowing me the opportunity to encourage traditionally underserved students they can indeed attend and graduate from college. Our program provides services to students and families who previously may not have been encouraged to go to college. This program means a lot to me!
Raul: This program influenced my life in many ways. I learned there is a lot of money out there that goes unclaimed. The most significant impact 4‑H Youth Futures has made in my life is learning not to give up on my dreams because of financial challenges.
Why do you think it’s important for youth to have a mentor?
Tommy: I believe its pertinent for youth to have mentors because having someone else you can communicate with provides an additional resource for success. Mentors in our program have all graduated from college, so we share our stories (positives and challenges) about our collegiate experiences. I want students in our program to know if we can make it, they can as well!
Raul: It is important to have a mentor because mentors will help guide you through all the things you need help with.
"Not everyone is able to have a mentor, but those who do should be glad to have one."
Raul, how have you seen an improvement in your relationships with your family and peers since being a part of Youth Futures? How has the program changed your life?
Raul: Since I started 4‑H Youth Futures, I noticed a difference on how I talk to my peers and my family. My points of view are much different from what they used to be. Previously, it was hard for me to think about going to college because of my family’s financial situation and my status as being an undocumented student. Now, my family and I are more aware of opportunities so I can go to college.
As an adult mentor, what growth have you seen in Youth Futures members as a result of the program and mentor-mentee relationships?
Tommy: Over the last 12 months, I have seen 4‑H Youth Futures members grow in several areas, including confidence, knowledge about being successful in college, and a greater understanding of their local communities. Many of the members in our program started as bashful high school students who wanted to go to college but had no idea how to do it. Now, students know how to command a room by speaking about their collegiate and professional goals.
How does your community benefit from the Youth Futures program?
Tommy: I feel our community benefits from the 4‑H Youth Futures program through becoming more connected. We have numerous partners who work with our program such as educational institutions, companies, and non-profit organizations all within our community. The youth in our program can experience first-hand how people and organizations in our community can all work together to achieve goals.
Raul: My community is getting a big opportunity that not a lot of communities have. Not everyone is able to have a mentor, but those who do should be glad to have one. My community is benefiting from having the opportunity to have mentors from 4‑H Youth Futures who can show us things about college we would not know about.
And how have you kept youth engaged in the Youth Futures program?
Tommy: I want to make sure youth continue to be engaged in our program by making it fun! We know students have a plethora of other activities they could be involved in, so not only do we provide amazing information, we make sure everyone has a great time in the process!
"You can never be around too many people who want to help you succeed!"
How do you think having a mentor can have a positive impact on a young person’s relationship with their family, peers or others in their day to day lives?
Tommy: Mentors can provide a positive impact on a young person’s relationship with family by providing additional encouragement for youth. There are many negative influences in the lives of youth today, so we want to give families as much support as possible.
Raul: Having a mentor is a positive impact because not only do they teach you how to apply for colleges and scholarships but they also teach you how to pay for college. Mentors also help us with improve our public speaking and not being so shy around other people.
Lastly, what advice would you offer to a young person who may be seeking or considering having a mentor?
Tommy: Do it! Reach out to your local schools, faith-based institutions, and community organizations about connecting with a mentor. You can never be around too many people who want to help you succeed!
Raul: My advice for anyone seeking a mentor is to get one as soon as possible! Mentors provide opportunities that help you become more informed about getting into college and finding scholarships. I am not saying if you do not get a mentor you cannot make it to college, you will just be more informed and prepared for everything.
The program described here is funded through grants from OJJPD, Office of Justice Programs, U.S. Department of Justice. Neither the U.S. Department of Justice nor any of its components operate, control, are responsible for, or necessarily endorse, this page (including, without limitation, its content, technical infrastructure, and policies, and any services or tools provided).
When it comes to creating success in one’s career, sometimes the greatest obstacle can be ourselves. Lori Dawson has experienced this challenge firsthand. While her journey in the field of engineering began with the desire to solve complex problems by interacting and communicating with others, speaking up and using her voice was a struggle. As senior director of Engineering and Network Operations at U.S. Cellular, Dawson admits that very early in her career, she struggled with having confidence in her ability.
“I would often know the answer,” she recalls, “but hang back and allow others to speak and then I would speak up in support of their answer.”
Now, after learning to “jump in and speak up,” Lori Dawson understands the value of growing confidence in young people, and she is committed making learning opportunities available at an early age through the 4-H/U.S. Cellular partnership.
She shared her insights on why it’s important for organizations to attract diversity in science, technology, engineering and math (STEM) fields, and how 4-H and U.S. Cellular are working collectively on these efforts.
What do you think are the current barriers to achieving more diversity in STEM career fields?
Lori Dawson (LD): I believe one of the barriers to achieving more diversity in STEM career fields is the opportunities available at a young age. Today there are many opportunities to participate in various sporting events for young children but very limited opportunities for those interested in STEM. Children need STEM activities that are fun, challenging and rewarding to attract more diversity to the field.
What can organizations do to get more girls interested in STEM careers?
LD: I believe organizations can assist with attracting girls to STEM careers by allowing girls into the organization for job shadowing or internships. Also, organizations should strengthen their involvement in the community, bringing to life what STEM careers are available and the rewards that come with those careers.
Why do you think the 4-H/U.S. Cellular partnership is critical for sparking STEM interest in youth? How has the partnership been successful?
LD: I see the partnership between 4-H and U.S. Cellular as critical for the future of our youth and the success of U.S. Cellular. From a 4-H perspective, U.S. Cellular can assist 4-H in bringing to life STEM opportunities and U.S. Cellular will benefit from the future leaders that 4-H is developing as they are our next technology leaders.
Recently, U.S. Cellular has ventured outside of their STEM partnership with 4-H, now serving as a sponsor of the 2017 4-H Youth in Action Award Citizenship Pillar. How does the topic of community service align with U.S. Cellular’s mission and values as an organization?
LD: Community service and involvement are the core to who U.S. Cellular is. The Engineering teams at U.S. Cellular live and work in the markets they serve. All associates are encouraged to get engaged in the communities where they live and work.
How do you think 4-H is preparing today’s young people, particularly girls, to be leaders in life?
LD: I believe 4-H has a history of developing strong leadership skills by developing, communication, and confidence in our youth. 4-H assists our youth in developing and practicing critical thinking skills. 4-H not only does this for young girls but all young people engaged in 4-H.
What are your thoughts on ways we can encourage young women to pursue entrepreneurial and leadership opportunities?
LD: I think from a very young age we need to encourage young girls to actively participate in science and math classes. To reward their participation and challenge them to think differently. We also need to look for and encourage opportunities for young girls to get involved in activities such as 4-H, Lego League, etc.
What is your vision for the next generation of women in STEM and leadership?
LD: I see the next generation of women in STEM leading the way for significant growth in technology. The technology marketplace is growing at a pace faster than ever, and I see women developing the vision and leading through the technology evolution.
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.
David A. Smith grew up as a member of Boys & Girls Clubs, so when he dedicated his career to youth leadership, it made sense that he would find his way back to the organization. After serving as the assistant basketball coach at the University of Missouri in Kansas City and working with YMCA, he is now president of Boys & Girls Clubs of Greater Kansas City. Also, he’s been a mentor to me for many years. I spoke with Dave about the importance of building and maintaining a strong mentorship, and how to apply these insights in career and life.
When you were growing up, who were your mentors?
David Smith (DS): My mother was my biggest mentor. She raised five boys—I was the youngest. I credit her for my work habits and conscientiousness. I would go to her with questions, and she would say, “When you’ve exhausted every other resource you have, I’ll help you.” She was a tough customer! She was certainly my first and biggest influence.
I grew up in BGC where we had role models more than mentors. I think of mentoring as an ongoing situation where you expect regular interaction and discuss specific topics. A role model is someone you see and emulate and aspire to be like. I had several role models in BGC. They were mostly coaches. After college, I was introduced to professional people who mentored me. One was a dean at the University of Missouri here in Kansas City. After I had left the university world, I went to work at the YMCA where I met a guy named Dan Logan who mentored me in resource development and nonprofit management.
Since my time working at Boys & Girls Clubs of Greater Kansas City, you have been an influential mentor to me. What is your approach to mentoring others?
DS: I think my style as a human being is a coaching style. I was the assistant basketball coach at the University of Missouri at Kansas City after I finished my graduate work so that style emerged then. I was responsible for these young student athletes. I did all the recruiting. I was the one who sat at the kitchen table with their mothers, grandmothers, and fathers and committed myself to their well-being. That coaching style continues today in my approach. I just always want to see people reach their potential—whether they see their potential or not.
You have mentored not just me but many others in the youth development sector. How has the experience impacted you professionally?
DS: I think mentoring is a good management tactic, particularly if you’re mentoring people in your organization. The stronger people are around you, the better your product and performance is. It just makes sense to invest in people around you so that they can be the best they can be.
Do you think having a mentor early in a career plays a part in success and growth later on?
DS: I believe that mentors come in different sizes, shapes, colors and packages. Accordingly, mentors appear in various parts of your life and career. In the early parts of your career mentors can influence your structure, foundation and how you behave professionally. As you progress in your career, you need mentors for different things. I’m 65 years old and have spent four decades in the working world, and I’m still mentored by people today. I am mentored by board members, funders or donors who I have a strong relationship with. Just this morning I thought about a benefactor I want to sit down and talk with about some personal things, and I’m pleased that I have those relationships.
We’ve maintained our mentor-mentee connection for many years. What does it take to maintain those kinds of relationships?
DS: First of all, both people have to feel like it’s a good use of their time. And I think you need to understand or agree on expectations regarding how often you meet or how long. Do you have a set schedule or is it as-needed? I’ve been mentoring one young man for what must be 15 years. He was a young professional when we met, and our mentoring relationship has transitioned from sitting down seriously four times a year to maybe doing that once a year. Because he’s got two little babies, and things have changed! But there’s no question that the relationship is solid, and he knows any time he wants to call me, he can count on me to be there.
What advice would you offer to someone who’s mentoring youth?
DS: The key is rapport, but you can’t force rapport or force a relationship. As an adult mentoring youth, you have to be very comfortable with yourself because these kids aren’t necessarily going to show you they’re interested. You have to trust your ability to connect and understand that the connection will get shaky sometimes. You have to develop trust.
How would you advise someone to look for mentors?
DS: There are effective ways at each stage of your life. As a young person, you can look to school personnel or get involved in organizations like 4‑H or Boys & Girls Clubs.
As an older professional, you’re better at identifying resources. You can take note of people who you think would be good mentors, and you approach them and talk to them about it. Or you ask someone to help you identify a mentor. Someone told me once that you should have some mentors that don’t look like you. It gives you a different perspective or framework from which to work. It challenges you and broadens your learning.
Why do you think having a mentor, at any stage of your career, is beneficial?
DS: It must have been 20 years ago that I stumbled upon the realization that I didn’t have to have all the answers. What a glorious discovery that was! The weight of the world was lifted off my shoulders just realizing you can ask others for guidance instead of struggling on your own. The people around us have abundant resources that they’re often willing to share with you if they see that you will value the time and energy they put into it. It just makes sense to tap into those and learn from it.
If you’re able to share ideas and get feedback from someone you trust, it helps you reflect on your situation and come up with your answers. It’s one of the most valuable resources we have as individuals.
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.
I was pleased to have the opportunity to speak with him about 4‑H when he was growing up, and where it’s going today.
You were in 4‑H in the 1960s and 70s. What kinds of things were 4‑H’ers doing then?
Tony Frank (TF): A lot of livestock and farm projects. I did cattle and hogs, some veterinary science projects—which wound up becoming my career when I went on to vet school after college. And as I went through 4‑H, I held a lot of officer positions—secretary treasurer, president, vice president.
TF: Virtually everything you need to know as a leader you experience in those 4‑H offices. As secretary, you learn the importance of getting other people involved to get work done, and as treasurer you learn the importance of the trust that comes with dealing with other people’s money and funds. As the vice president, you learn to put other people first, and then as the president you learn what it’s like to represent a group of people.
At the end of the day, it’s those basic things—how do you get people involved, how do you make sure everyone’s voice is heard, how do you represent your constituents faithfully—those are the things good leaders have in every organization.
I’m happy to hear that, because developing leadership skills is still very important in 4‑H. We still have those roles and try to create more leadership positions so that more young people can learn critical life skills.
TF: I don’t think I realized at that time what I was getting out of those 4‑H leadership roles. I think without realizing it, I was part of one of the greatest leadership programs out there, and that’s 4‑H.
Did you learn anything else in 4‑H that is relevant to your life today?
TF: One of the first science-oriented projects I ever did was a 4‑H project. It was keeping track of data in a livestock project. There were many pieces of that which came to replicate my tasks later on as a researcher.
As an educator, do you think 4‑H does a good job of getting kids interested in STEM?
TF: 4‑H finds exciting ways to draw young people into STEM. Those might be animal-related projects, rocketry projects or robotics projects. Those are all great ways to get young people involved, but the important things are the underpinnings. Not only are there a lot of job opportunities in STEM, but it’s also a critical aspect of what we do as a country. It’s critical to our global economic competitiveness.
Were you thinking about any of these things back when you were 18 and in 4‑H? What was important to you then?
TF: The world was a much smaller place in general back in the late 60s and early 70s. I certainly didn’t have much of a worldview. If I were to tell you what my greatest goal was, it was probably to get an 8-track player for my pickup truck.
Today, 18-year-olds are a lot more focused on their future and more connected to a much larger world. I think 4‑H helps open the world up for a lot of kids.
What did you wish you knew when you were 18?
TF: I wish I had known that there were so many opportunities out there. There were so many more things that I could have participated in through 4‑H, like state-level leadership activities, the national organization, and even international opportunities. Those things add a great deal of value, and I sure wish I knew those opportunities were there.
As the head of a university, you work with plenty of young people. What advice do you give your students who are 18?
TF: First, take advantage of all the opportunities that are out there. There are always more opportunities than you realize at 18. Just dig in and immerse yourself; get involved in as many things as you can because they’ll all benefit you.
And secondly, know that there’s a lot of time ahead of you. I think that there’s a sense of urgency sometimes. At 18. you don’t realize that you have a very long life ahead of you. So while you should immerse yourself in your opportunities, you should also take risks and try things. Some things won’t work out, but you’ll have a lot of chances to redirect. Over the course of your life you can have so many opportunities to serve in leadership roles in your community. You’ll find the right place to make a difference.
Anything else you want to add about your 4‑H experience?
TF: I want to thank all the volunteer leaders. They made a big difference in my life and I know in the lives of so many other 4‑H’ers.
It’s that time of year again. Tractor Supply Company’s (TSC) 4‑H Paper Clover Promotion launches on October 5 to benefit local 4‑H programs. The promotion makes it easy for Tractor Supply customers to support local 4‑H youth by purchasing a paper clover—the symbol of 4‑H—for $1. Over 1,500 Tractor Supply Stores hang the clovers on the wall as a symbol of support for 4‑H in their community. Since its launch in 2009, the promotion has raised $9.2 million.
Before this fall’s kickoff, I sat down with TSC President and Chief Merchandising Officer Steve Barbarick to discuss how the partnership came about, what it means to both organizations and the importance of communities.
Jennifer Sirangelo (JS): Thanks for talking with me today, Steve. I’m really excited about Paper Clover this year. In fact, every year, I’m more enthusiastic and grateful for the partnership between 4‑H and TSC. Remember how all this started?
Steve Barbarick (SB): Hi, Jennifer. You know, it’s funny. This was a partnership before it was even formal. Our stores have been hosting events for local 4‑H groups for many years. It wasn’t until probably six or seven years ago that we created a national partnership with 4‑H, but it’s been happening at the local level for a long time.
SB: Exactly. 4‑H is rooted in so many of the communities we serve. It’s the cornerstone of agricultural education, building leaders and teaching skills that a lot of these youth wouldn’t have otherwise. The rural lifestyle is about self-reliance, family values, animals, land, and a sense of pride in how one lives. Agriculture is the foundation of all of this in our communities and 4‑H is the most universal organization in rural areas devoted to protecting, sustaining, and promoting agriculture.
JS: I think the main element for me is allowing more kids to experience the benefits of the rural lifestyle: the science, the learning about our land, working with your hands and the hard work it really takes to produce our food. So many kids would never get that exposure without a rural lifestyle partner like TSC.
SB: And that’s exactly why this partnership is so great.
JS: A goal of the Paper Clover Promotion is to build pride and confidence in our kids. How have you seen that come to life over the past few years in your stores?
SB: That’s something I see every day. The Paper Clover Promotion is a national partnership, but it’s really designed at the local level. You see the real value at the Temple, Texas, store, or the Muskegon, Michigan, store, or somewhere in Alabama, or Florida. 4‑H’ers will come in and the local clubs will stage fundraisers in our stores, whether that‘s a bake sale or a hot-dog cookout or even a car wash.
JS: And when 4‑H’ers walk in and see all those clovers on the wall they know their community supports them. That builds confidence. And it shows that Tractor Supply cares about kids in their communities.
SB: Yes, and we encourage our store managers and team members to reach out to 4‑H and vice versa. So through that relationship, the kids know that the community really supports them, and I see their confidence and leadership skills grow every day.
JS: It’s easy to see why we value your partnership. The Paper Clover Promotion isn’t just another sponsorship or fundraiser – thanks to TSC and the close relationship you have with your communities. It really takes a national and local shared commitment for this kind of local impact to happen. We look forward to seeing what we can accomplish together this year.
