Directing the Course of Youth Programming for a Diverse Community: Teaching Note

AG-853
2000

TEACHING NOTE

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Overview
Directing the Course of Youth Programming for a Diverse Community describes an Extension Educator's dilemma regarding how to best serve nontraditional youth in her community. This decision case lets participants discuss ways in which the University of Minnesota Extension Service can reach nontraditional ethnic and cultural groups, particularly in rural areas.

Case Objectives
While participating in this decision case participants will:

¨		Identify ways to make Extension programming more inclusive to people of different cultural and ethnic backgrounds.
¨		Apply principles related to diversity programming to their own community.
¨		Become more confident in their ability to make decisions.

Use of the Case
This case was developed for use by Extension Educators and other professionals to facilitate discussion among University of Minnesota Extension staff about issues relating to ethnic and cultural diversity.

Lesson Plan
This decision case is designed to be used in a 1-2 hour period.

Materials needed

Ö Copies of the written portion of the case and exhibits.

Ö Blackboard, flip chart, overhead projector, or other means of displaying participants' comments.

I. Introduction
	A. Possible opening questions:
		1.	How many of you have ever faced a difficult decision?
		2.	How many decisions do you think we make in an average day? (over 1,000)
	B. Overview of decision case teaching:
		1.	Focus on a real situation.
		2.	Practice problem solving.
		3.	There is no single right answer, because each person and situation is unique.

II. The Case Activity
	A.	Distribute the decision case and exhibits.
	B.	Allow enough time for each person to read the material.
	C.	Divide into several small groups of 2 or 3 to discuss the case.
	D.	Conduct a large group discussion of the case using the discussion questions.

III. Conclusion
	A.	Group members might vote on an option.
	B.	Give your closing comments.

Discussion Outline
To organize the discussion, you may want to fill an overhead or chalkboard with participants' comments as the discussion progresses. Some possible headings are shown below. You can change these headings to meet your specific goals.

I. Background
A. The dilemma
B. Approach

II. Issues

III. Options

Exhibits
A: Photograph
A: Daily Globe Article

Directing the Course of Youth Programming for a Diverse Community:
General Principles of Case Teaching

Decision cases are a special kind of case study that focuses on an actual situation or dilemma that requires a decision. They are called "problem-solving" cases and are unique because the narrative that explains the dilemma does not include the final decision. The participants in the case discussion take on the role of decision makers.

Decision case teaching is an active learning process centered on organizing discussion around solving the problem. This is done by analyzing the situation and evaluating a variety of solutions. It is a group process based on the premise that several heads are better than one. The case teacher does not teach as the traditional "sage on a stage," but rather guides the discussion by asking probing questions, providing reference or bridging statements, recording the discussion on the board, and recognizing participants' contributions.

Case teaching can be intense. Some cases precipitate arguments and some participants become frustrated when the instructor insists that "there is no one right answer." Good cases can have several decision possibilities and participants quickly learn that, although more information would be helpful and that no perfect solution exists, a decision must still be made. Such is real world decision making and problem solving. However, by exchanging information through discussion, participants are exposed to a variety of viewpoints they may not have considered previously.

Room arrangement plays an important part in the case discussion. Most rooms are arranged in rows so that the instructor is the focal point; however, this physical setting can stifle effective teaching. If possible, the ideal situation is to place the seats in a "U" or horseshoe shape so participants can easily see one another and the case teacher can get close to the students and move to and from the blackboard.

An effective strategy for case teachers is to make use of the chalkboard, overhead projector, or easel with newsprint to help organize discussions that may at times seem to be going in many directions at once. By doing so, teachers give students a chance to see their contributions to the discussion validated. Teachers can organize the outline by the key questions asked or topic of the discussion. This Teaching Note contains a discussion outline option in the "Lesson Plan" section.

Managing time is one of the most difficult parts of teaching with cases. It may be helpful to indicate approximate times on the question outline notes to keep on track.

When closing a discussion, most case teachers use a summary statement or a debriefing of the case. One may ask the group to make a decision about the case.

Not everyone will agree. Again, the case teacher can point out that it is okay to have several decisions in a dilemma situation.

Another option is to ask the group, "What just happened here?" This gives participants an opportunity to talk about their perceptions of the case process and share their insight after participating in the decision case discussion. The method of closing the case depends on the objectives and style of the case teacher.

Directing the Course of Youth Programming for a Diverse Community
Discussion Questions

These are examples of the questions you could use to stimulate discussion of the issues in the case. You could ask participants to discuss questions in small groups of two or three, followed by discussion by the entire group.

What is Susan's dilemma?
Susan's dilemma is whether or not to continue promoting the 4-H Friends program for immigrant youth and other youth of color or to develop a new program. Since the 4-H Friends program has been successful in several ways (Exhibit A: Photograph and Exhibit B: Daily Globe Article), continuing to work with this program could be Susan's best option. On the other hand, since the program has also had some challenges, it might be time for Susan to consider developing a new program that is specifically designed to meet the nontraditional youth's needs.

What are some of the advantages and disadvantages of adapting an established youth program to a new audience? (as opposed to developing a new program)

Advantages:

4-H has an almost 100-year history of providing youth with positive opportunities for learning. It has proven to be effective for many youth over time and is now benefiting non-traditional youth in a number of ways as well.

Since 4-H is a well-established program it might be easier for the Hamilton County Extension Office to get continued funding for a 4-H program adapted for nontraditional youth, rather than funding for a newly conceived program.

It might be easier to eventually integrate youth of all cultures if they have been participating in the same type of program.

Disadvantages:

The special circumstances of the nontraditional youth in Danville (e.g., low socioeconomic status, limited parental involvement, and responsibility of caring for siblings) make it difficult for the young people to meet some of the program's expectations.

Using a version or adaptation of an established program invites comparisons between the traditional and new programs. People may be more likely to point to the differences in the way the programs are implemented, and to claim that one or the other of the programs is being used improperly and that this is unfair to 4-Hers.

What are some of the possible advantages and disadvantages of developing a new program specifically designed to meet the needs of nontraditional youth?

Possible advantages:

The program expectations and goals may be more appropriate for the intended participants.

Possible disadvantages:

Developing a new program may be time consuming and labor intensive. It may be challenging to get additional funding for a new program.

What do you think are the educational needs of the immigrant youth and other youth of color in Hamilton County? Do these needs differ from the needs of the traditional youth?
The immigrant youth and other youth of color have some educational needs that the traditional youth may not have, such as developing basic English verbal and written skills, learning about American culture, continuing to participate in and learn about their own native culture, learning about the American educational and occupational systems, and developing a sense that the future holds hope.

Other educational needs may be similar to those of the traditional youth in the community: learning about interesting topics not discussed at home or in school, seeing a project from beginning to completion, developing self esteem and confidence, and learning how to work with others.

Do you feel it is appropriate for the University of Minnesota Extension Service to encourage nontraditional youth to participate in a separate program? Why or why not?
Participants' response to this question may vary. Some may see the situation from Susan's point of view, that the new kids need time with each other to develop some basic skills before they join the larger group. Others may think that it is more important for the youth to intermingle from the beginning, even if there are some conflicts due to different ability levels within the group or anxiety about being with youth from different cultures.

What feelings could be causing the resistance toward the 4-H Friends program that Susan senses in Danville and among some Extension staff?
A number of feelings could be causing people to be resistant, including the fear of new and unfamiliar ideas or people, the fear of young people in general, the fear of change, or racism.

Susan is considering whether to continue with the 4-H Friends program or develop a new program. Are there any other options for programming that she may not have considered?
Participants may come up with a variety of ideas for programs that could be implemented. One possibility is to integrate the youth into one program. After 2 ½ years of participating in 4-H activities the young people of color may be more prepared to participate in the traditional 4-H program. However, if this were to be done, the traditional program would have to be made more flexible and adaptable, since the immigrant kids' circumstances would prevent them from meeting all the expectations that are currently part of the traditional 4-H program.

Acknowledgements:
We thank the decision maker for her time and help with completing this project.

Developed by:
Catherine Willeford, Project Leader, Program for Decision Cases, University of Minnesota College of Agricultural, Food and Environmental Sciences
Marla Reicks, Associate Professor, Department of Food Science and Nutrition, University of Minnesota

Reviewed by:
Mary Ann Bannerman, Extension Educator, University of Minnesota
Juan Moreno, Extension Diversity and Inclusion Specialist, University of Minnesota
Laurel Weaver, Extension Educator, University of Minnesota

Teaching Note: General Principles of Case Teaching taken from the Crossroads in Sustainable Agriculture Series, College of Agriculture Program for Decision Cases.

The opinions expressed by decision makers or in exhibits are being presented in the case by the authors, but this should not indicate endorsement by the University or its staff.

The University of Minnesota Extension Service is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.

In accordance with the Americans with Disabilities Act, this material is available in alternative formats upon request. Please contact your University of Minnesota county Extension office or, outside of Minnesota, contact the Distribution Center at (800) 876-8636.

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