Connected and Resilient Communities
Situation Statement
Kentucky’s communities face unique challenges that require enhancing connectivity and resilience through digital access, social cohesion, and well-designed public spaces. Broadband access remains critical, particularly in rural areas where digital connectivity gaps hinder economic and educational opportunities. The 2023 Community Needs Assessment identified improved broadband and digital literacy as top priorities for enhancing community resilience.
Extension’s connectivity and resilience efforts focus on supporting local economies and helping communities recover from economic shifts and natural disasters (CEDIK, 2024). By promoting digital literacy, educating on safe and vibrant outdoor spaces, and implementing place-based disaster preparedness programs, Extension strengthens community connections and economic sustainability. These initiatives benefit residents, businesses, and local governments, fostering stronger, more resilient communities equipped to face future challenges.
Youth Focus
In today’s rapidly evolving world, youth are and can play a pivotal role in shaping the future of connected and resilient communities. Young people are leveraging technology and social networks to foster strong, supportive relationships that transcend geographical boundaries. They are actively engaged in community-building activities, promoting access to opportunity, and driving change. By participating in local and global initiatives, they are not only enhancing their own resilience but also contributing to the overall strength and adaptability of their communities. Their innovative approaches to problem-solving and their commitment to sustainability are essential in addressing the complex challenges of the 21st century. As they continue to collaborate and share knowledge, youth are laying the foundation for a more connected and resilient world. 4-H is committed to providing the resources necessary to promote youth connection in their communities. Thriving youth are healthy, productive, and engaged (Arnold, 2024). Communities that promote the indicators of youth thriving will have more connected, capable, and committed citizens that can critically think through addressing the needs and priorities of their community.
Long-term Outcomes
Adult
- Increased digital access improves economic and educational opportunities.
- Communities recover faster from disasters/economic disruptions
- Sustained investment in public spaces strengthens local economies
- Cultural heritage is preserved and integrated into communities
- Expanded partnerships enhance problem-solving and resource-sharing
- Improved quality of life through connection and civic engagement
Youth
- Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace.
- Youth participation in community involvement increases.
- Youth will serve in leadership roles in their community.
- Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future.
Medium-term Outcomes
Adult
- More citizens adopt digital tools for work and daily life.
- Communities implement disaster preparedness and recovery strategies.
- More public spaces are revitalized for community engagement.
- Increased participation in cultural and arts-based programs.
- More individuals engage in local governance and civic groups.
- New partnerships and networks address community challenges
Youth
- Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.
- Youth will plan and implement a service project.
Short-term Outcomes
Adult
- Increased knowledge of digital tools and online resources.
- Improved understanding of disaster preparedness and recovery strategies.
- Greater awareness of the benefits of public spaces.
- Increased understanding of cultural development and community identity.
- Improved awareness of civic engagement opportunities.
- Greater knowledge of community partnerships and collaboration strategies
Youth
- Youth identify personal strengths that contribute to leadership skill development (communication, teamwork, civic engagement).
- Youth successfully worked in a team environment to accomplish a task.
- Youth realize how their actions impact others.
Learning Opportunities
Adult
Audience: Individuals
Project or Activity: Digital Literacy Initiatives
Content or Curriculum: Digital Literacy curriculum, Kentucky By the Numbers, CEDIK data profiles, publications, training, continuing education
Inputs: Programmatic materials, training, mentoring, paid staff, volunteers, community partners, non-profits, etc.
Date: Ongoing
Audience: Individuals
Project or Activity: Emergency Preparedness, Response, and Recovery
Content or Curriculum: EDEN materials, KHERN publications, trainings, continuing education
Inputs: Programmatic materials, paid staff, volunteers, community partners, etc.
Date: Ongoing
Audience: Communities
Project or Activity: Building Connection in Communities
Content or Curriculum: SPARK! toolkit, Placemaking Toolkit, Community Design publications, Community Arts publications, CLD publications, Building Community Pop-Up Toolkit, Creative Community Projects toolkit, Community Mural toolkit, Story Circles, curriculum, trainings, continuing education, Civic Engagement publications, Coalition and Network building publications
Inputs: Programmatic materials, paid staff, community partners, volunteers, etc.
Date: Ongoing
Youth
Audience: 4-Hers, Professional Staff, Clientele
Project or Activity: 4-H Issues Conference
Content or Curriculum: Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media.
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date: Fall
Audience: 4-Hers, Professional Staff, Clientele
Project or Activity: 4-H Global Education
Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement, including Passport to the World. WeConnect, 4-H Civic Engagement (Levels 1-3), Citizenship Adventures, & Agents of Change
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date: Program Year (International Exchange occurs during the Summer)
Audience: 4-Hers, Professional Staff, Clientele
Project or Activity: 4-H Civic Bee
Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement, including Passport to the World. t, 4-H Civic Engagement (Levels 1-3), Citizenship Adventures, and iCivics.org
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date: Fall
Audience: 4-Hers, Professional Staff, & Clientele
Project or Activity: 4-H Civic Education
Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media, and Kentucky History Society
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date: Program Year
Audience: 4-Hers, Professional Staff, & Clientele
Project or Activity: 4-H Civic Education, Engagement, & Service
Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, civic engagement, and service. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media, US Citizenship & Immigration Services
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date: Program Year
Audience: 4-Hers, Extension Professionals, Clientele
Project or Activity: Expressive Arts (Club/Group/Individual)
Content or Curriculum: 4-H Create Art Now, 4-H Get Started in Art, 4-H My Favorite Things, Elements of Design, 4-H Fiber Arts, 4-H Leathercraft, 4-H Photography (1,2,3), and 4-H Theatre Arts (1,2,3)
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. Focus is on Grades 4-12.
Date: Program Year
Audience: 4-Hers, Professional Staff, & Clientele
Project or Activity: 4-H Capitol Experience
Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, civic engagement, and service. In addition to these sources are the vetted sources of 4-H Capitol Experience Handbook and Facilitator Guide, iCivics.org, CommonSense.org, and PBS Learning Media.
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date: Winter
Audience: 4-Hers, Extension Professionals, Clientele
Project or Activity: Kentucky 4-H Science, Engineering and Technology Programs: Tractor, Energy and Climate Project, Small Engine, Robotics, Computer Science, Rocketry
Content or Curriculum:
- Purdue 4-H Tractor Series Curriculum
- National 4-H The Power of Wind Curriculum, National 4-H Weather and Climate Curriculum National Energy Education Development (N.E.E.D.) Curriculum
- National 4-H Small Engine Curriculum
- National 4-H Junk Drawer Robotics Curriculum, Sphero.edu Web Based Curriculum, Ozobot and Ozoblockly Web Based Curriculum
- National 4-H Discovering Computer Science Curriculum, National 4-H WearTec Curriculum, Hour of Code Web Based Curriculum, University of Illinois 4-H Esports Curriculum, Apple Community Education Initiative
- National 4-H Aerospace Adventures Curriculum, NASA Educators Curriculum, National Association of Rocketry (NAR)
Inputs:
- 4-H programs in energy usage and sources in which youth experience a sense of belonging, developmental relationships, explore their spark, and are actively engaged in opportunities that are meaningful.
- Educated 4-H Agents, Program assistants and volunteers in 4-H Petroleum Power Curriculum.
- Accredited volunteers in SET.
- Research base of the Cooperative Extension Land-grant system.
- Funding opportunities from the Kentucky 4-H Foundation, Inc.
- Funding from local, state, and federal sources, and grants.
- Engagement of volunteers and youth in delivering the programs and leading clubs.
- Engagement of communities in identifying and implementing programming based on meeting local needs.
- External stakeholder engagement and support such as Tractor and Farm Equipment dealers and industries in Kentucky.
Date: Program Year
Audience: Youth
Project or Activity: 4-H Camp
Content or Curriculum: Curriculum is sourced from Shop 4-H, the Land Grant System and American Camp Association.
Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders.
Date: 4-H Program Year
Evaluation
Adult
Outcome: Increased knowledge of digital tools and online resources (short term)
Indicator: Number of participants demonstrating increased confidence or skills in using digital tools (e.g., online banking, telehealth, online applications, or virtual platforms) after completing Extension training programs
Method: Post-participation survey (self-assessment of learning gains).
Timeline: Collected immediately after program participation.
Outcome: Improved understanding of disaster preparedness and recovery strategies (short term)
Indicator: Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.
Method: Pre- and post-training survey.
Timeline: Collected before and after each session.
Outcome: Increased understanding of cultural development and community identity (short term)
Indicator: Number of participants who reported increased understanding of the value of building local cultural assets such as foodways, arts, and heritage traditions.
Method: Reflection surveys and community feedback.
Timeline: Collected within 30 days of participation.
Outcome: More individuals adopt digital tools for work and daily life (intermediate)
Indicator: Number of communities that reported implementing at least one new strategy to strengthen digital inclusion (e.g., improved public Wi-Fi, device access programs, digital literacy workshops) as a result of Extension-supported initiatives.
Method: Follow-up survey at 3 and 6 months.
Timeline: Collected at program completion and 6 months post-program.
Outcome: Communities implement disaster preparedness and recovery strategies (int)
Indicator: Number of businesses, farms, or households reporting faster post-disaster recovery due to preparedness actions learned through Extension.
Method: Post-disaster community case studies and resilience tracking.
Timeline: Assessed following disaster events.
Outcome: More public spaces are revitalized for community engagement (int)
Indicator: Number of individuals who reported that they contributed to efforts to improve public spaces through design, revitalization, or development (e.g., parks, community gathering areas, public art, creative placemaking projects) as a direct result of Extension-supported initiatives.
Method: Site visits, surveys, photo documentation, and community feedback.
Timeline: Tracked annually.
Outcome: More individuals engage in local governance and civic groups (int)
Indicator: Number of participants who reported increased involvement in local governance, community groups, or public forums as a result of program participation.
Method: Participant self-reporting and organizational membership tracking.
Timeline: Follow-up at 6 and 12 months.
Outcome: Expanded partnerships enhance problem-solving and resource-sharing
Indicator 1: Number of communities or organizations securing external funding (grants, sponsorships, or resource investments) as a result of Extension support.
Indicator 2: Number of new collaborative networks, partnerships, or cross-sector initiatives developed to address local challenges as a result of Extension-supported programs.
Method: grant tracking, partners surveys, local reports
Timeline: annually
Outcome: increased participation in cultural and arts-based programs
Indicator: Number of participants in Extension arts or design-based community programs (e.g., story circles, murals, design charettes, creative placemaking) who reported increased connection or belonging.
Method: pre- and post- surveys from program participation,
Timeline: after program participation
Outcome: Improved quality of life through connection and civic engagement
Indicator: Number of participants who reported experiencing stronger ties to their community as a result of participating in Extension arts programming with others.
Method: pre- and post- surveys from program participation
Timeline: after program participation
Outcome: Increased ability to access, interpret, and apply data for informed decision-making (initial).
Indicator: Number of participants reporting increased confidence in accessing, interpreting, and applying data to inform local decision-making.
Method: Self-reported surveys collected after data literacy training sessions, Agent documentation of community plans, grant applications, or policy discussions that reference data profiles.
Timeline: after program or training participation
Youth
Outcome: Short Term (Civic Education/Global Education)
Indicator:
- Number of youth who reported that they identified community needs.
- Number of youth who expressed interest in expanding their knowledge of other cultures.
- Number of youth who reported that they can identify aspects of their own culture.
- Number of youth who reported that they can name one responsibility they have as a citizen.
- Number of youth who report increased confidence interacting with others as a result of their participation in Extension arts activities.
Method: Survey
Timeline: Immediately post program
Outcome: Medium Term (Civic Education/Global Education)
Indicator:
- Number of youth who reported that they used the skills learned to plan and facilitate a service project.
- Number of youth who reported that they can communicate to others an aspect of their own culture.
- Number of youth who reported that they can explain one responsibility they have as a citizen.
Method: Survey
Timeline: End of Program Year
Outcome: Long Term (Civic Education/Global Education)
Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.
Method: Survey
Timeline: 1+ year
Outcome: Short Term (4-H Expressive Arts)
Indicator:
- Number of youth who reported that they understand that expressive arts include art, dance, music, and drama.
- Number of youth who reported that they have interest in expressive arts.
Method: Survey
Timeline: Immediately post program
Outcome: Medium Term (4-H Expressive Arts)
Indicator:
- Number of youth who reported that they practiced or applied creative, artistic, or performance skills learned in 4-H in other areas of life.
- Number of youth who reported that they have used knowledge and/or skills gained to complete a project or activity in expressive arts.
Method: Survey
Timeline: End of Program Year
Outcome: Long Term (4-H Expressive Arts)
Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.
Method: Survey
Timeline: 1+ years
Outcome: Short Term (SET Programs)
Indicator: Number of youth who reported that they learned critical thinking skills in SET programs/projects.
Method: Survey
Timeline: Immediately post program
Outcome: Medium Term (SET Programs)
Indicator:
- Number of youth who reported that they can apply critical thinking skills that they learned in SET programs/projects in other areas of their life.
- Number of youth who reported that they have used knowledge and/or skills gained to complete a SET project.
Method: Survey
Timeline: End of Program Year
Outcome: Long Term (SET Programs)
Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.
Method: Survey
Timeline: 1+ years
Outcome: Short Term 4-H Camp
Indicator:
- Number of youth who reported that they take responsibility for their actions.
- Number of youth who reported 4-H Camp improved their ability to manage their emotions.
Method: Survey
Timeline: End of Camp
