education curriculum jan 08

7/31/2019 Education Curriculum Jan 08

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Founded in 2003, YouthInspire is a wholly youth-run organization “serving the commu-

nity through time, talents, and treasures.” While writing the mission statement, ounding members

envisioned YouthInspire as a community resource made up o youth serving youth.

One o the ounders’ rst tasks was to survey local high school students and assess the needs o theyouth within our community. The survey’s results were surprising. YouthInspire ound that the young

people o Lincoln, Nebraska elt that youth lacked a voice in making community decisions, and elt

underrepresented and overlooked by community members. To combat this problem, YouthInspire

created an Education Committee whose goal was to write a curriculum or distribution to organiza-

tions acting in our community.The Education Committee o YouthInspire has created this pamphletto act as a teaching resource to acilitate the relationships between youth and adults on decision-

making boards.

This pamphlet has seven chapters that examine who benets when youth serve on boards, possible

barriers, how to assess your organization, models o youth involvement, recruitment strategies, the

orientation period, and how to make meetings work. Each bulleted outline is ollowed by a detailed

explanation, engaging activities, and helpul tips or implementation. We hope that this pamphletwill help both youth and adults benet rom enhanced collaboration and innovation. The Education

Committee and YouthInspire believe that your organization and your community will gain rom hav-

ing youth and adults work together to serve a common goal.

The Education Committee



CHAPTER 1: Who Benefts? . . . . . . . . . . . . . . . . . . . . . . . . . . 2

CHAPTER 2: Barriers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CHAPTER 3: Organizational Assessment . . . . . . . . . . 10

CHAPTER 4: Model o Youth Involvement . . . . . . . . 14

CHAPTER 5: Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

CHAPTER 6: Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

CHAPTER 7: Making Meetings Work . . . . . . . . . . . . . . . 24



Who Benefts?Beore beginning the integration o youth in a nonprot or

governing structure, you must rst understand who benets

and what both youth and adults bring to the table.



WHO BENEF ITS ? 3

How Adults

Beneft:» By working with youth, adults will possess a more

complete client perspective. For example, i adults

govern a nonprot that serves youth but haven’t yet

worked with any, allowing young people into the or-

ganization provides sta with a critical perspective

not otherwise available.

Acceptance is an important lesson to learn, and by

working with youth, adults quickly accept youth or

who they are. This not only opens the minds o youthbut also those o adults, helping both parties accept

one another. With the acceptance o each other, old

stereotypes are soon broken.

Adults can gain much rom helping youth, working

with them and getting to know them well. It can be

very ullling or an adult to become a liaison or e-

ective youth outreach.

Youth bring resh ideas, dierent outlooks, and

unique experiences to their work with organizations.As a result, youth bring a new perspective to old is-

sues, oering an organization the potential or posi-

tive change. Balancing these new ideas with how an

organization has operated in the past can move the

organization orward.

» By accepting youth as resources, adults gain not

only wonderul peers, but networking possibilities

as well.

How Youth

Beneft:» Experience and guidance rom adults provides

signicant opportunities or youth. Much can be

learned rom hands-on eorts to engage in the com-

munity, as opposed to classroom-based, theoretical

exercises.

» By involving themselves with organizations, youth

enter somewhat inexperienced and ollow rather

than lead. Youth exit prepared to lead and make de-

cisions, ater improving their leadership skills throughworking with an organization.

» Many students who work within an organization’s in-rastructure gain motivation or independent study

and the resulting experiences pique an interest in

community aairs.

» While working in a larger organization, youth cannot

depend on adults or all o their decisions and ac-

tions. As independent workers on a sta or team,

youth develop respect or adults without develop-ing dependence.

» By working with an organization directly, youth

better learn to articulate and express their ideas.

Youth develop and rene their communication skillsthrough participation in brainstorming sessions, pre-

sentations, and articulating ideas.

» Youth also gain access to networking through their

involvement with community organizations, eec-

tively building relationships with inuential adults in

the community.



How

OrganizationsBeneft:

» Long-term growth and development is a major ben-

et o youth involvement in organizations. Adding

youth to an organization may seem like a short-term

solution, but as these individuals grow older and

more independent, they are more likely to support

organizations they have a relationship with as em-

ployees, volunteers, or donors.

» Involving youth in decision-making structures al-

lows an organization to become representative o the community it serves.

» By involving youth, organizations are able to check

their interests as well. Youth will help ensure that an

organization is working towards their specic goal

and not one particular sel interest.

» Organizational diversity is another benet o youth

involvement. By mixing younger and older partici-pants in an organization, many problems caused

by stereotypes can be avoided. Because youth and

adults think dierently, encouraging organizational

diversity ensures a more complete decision-makingprocess.

» An organization aimed at serving youth cannot ac-

complish this undamental goal without integrating

youth into its inrastructure. An organization that

reuses to do so may lack integrity and legitimacy

in the eyes o youth it is attempting to serve and en-gage.

How the

Community Benefts:

» When youth become involved in organizations,

more contributing and active members are added

to an already stimulated community o vibrant intel-

lectuals.

» Youth provide unique insights.

» New role models are cultivated or the community;

these young people, in turn, inspire their peers to ol-

low in their ootsteps.

» Integrating youth into daily organizational opera-

tions also has a long-term eect. With gained experi-

ence, many o these volunteers are likely to become

uture leaders themselves – engaged and commit-

ted to the organization and the wider community.

» When youth involvement surges in a community,

residents are likely to take notice. Engaging all con-stituencies o a community in decision-making

processes is a signicant accomplishment and will

stimulate community spirit.

4 the CURRICULUM



Activity:

Preconceived NotionsPurpose: This activity is a useul tool or initiating discussion at an initial meeting or at an orientation (reer to

Chapter 6: Orientation).

Description: Separate the youth and adults. Have the adults and youth begin by brainstorming potential ben-ets and challenges o working with the opposite age group (no discussion between the groups yet). Ater a list

has been created by each side, bring the two groups together to share their lists. Discuss these ideas and how

they can help and harm communication between the groups. Be sure to give each side a chance to assess the

airness o the assumptions.

Activity:

Doodle GamePurpose: This activity is not only used to help get to know each other better but is also a great way to dene how

youth and adults can benet rom each other.

Description:Have the group sit in a circle. Give each person a piece o paper and a marker and ask them to draw

a quick shape or scribble. Each person then passes the paper to the right and makes a picture out o the scribble

on paper they receive. Next, pass the paper once more and allow the third person to elaborate on the drawing

and turn it into something new. Discuss the changes the original scribble underwent. Was it difcult to watchyour drawing change? Did it become better as it became more dened?

WHO BENEF ITS ? 5



Barriers There are a number o dierent barriers that an organization

needs to overcome beore making “youth on board” a reality.

These include attitudinal, pragmatic, and physical barriers.

The rst step is overcoming those barriers.



Attitudinal

Barriers:» Organizational members should take into account

that youth and adults are not signicantly dierent.

They possess many o the same goals and charac-

teristics needed to make an impact in their commu-

nity.

» In order to work eectively with youth, adults must

break down stereotypes about youth culture. Once

those stereotypes are broken down the organization

can move orward with a more positive work envi-ronment.

» Young people are as capable o hard work and dedi-cation as adults. They are willing to invest energy, and

denitely can. Progress can be made when adults

delegate work to youth.

» Adults should appreciate and notice the diversity

that results rom youth involvement. It may bring up

dierent opinions and discussions than would nor-

mally arise - creating a new outlook or your organi-zation.

» Older members should avoid competition and ine-

ective language in the organization beore involv-

ing youth. Setting a good example or youth partici-pants is important.

Pragmatic

Barriers:» Bylaws and constitutions may need to be changed

so that youth participants can work within your or-

ganization. Your constitution, or example, should

have a section about extra-organizational involve-

ment written to ensure your organization seeks, al-

lows, and encourages youth participation.

» Address conicts o interest when it comes to youth

involvement. Do your members want youth on

board because it looks good or your organization’simage, or do they want youth on board to help ac-

complish a specic goal?

» Answer questions o legality beore involving youth.

For example, is there a minimum age or board mem-

bers?

» Evaluate costs or create a separate budget or youth

on board. Anticipate initial start-up costs to recruit,

orient, and integrate youth into your organization.

» Ensure that all adult participants understand, agree

upon, and endorse expectations o a structural

change.

» Create a support system and ensure enthusiasm. Apositive, un work environment will stimulate young

minds, and older minds, as well!

» Brie young people on specic jargon or language

utilized in the organization. Participation will be

greatly deterred i youth eel as i they are being ex-

cluded or intimidated by the language o organiza-tional terms and acronyms.

BARRIERS 7



Physical Barriers:» The young people you choose or your organizationwill likely have busy lives, so it is important to work

around their school and activity schedules when de-

ciding meeting times. It may be necessary to meet

on weekends, evenings, or in late aternoons.

» Many high school students don’t drive themselves,

so transportation to and rom meetings could be a

challenge. Be sure and address the issue with par-

ents by discussing options; carpooling with older

youth representatives or meeting at alternate loca-

tions might be useul or necessary options.

8 the CURRICULUM



Activity:

JargonPurpose: This activity will help address some o the barriers that ace a board consisting o both youth and

adults. It will also be helpul in initiating discussion and breaking the ice at a meeting.

Description: Separate the youth and adults. Ask an adult to begin speaking to the group o youth in board jargon, then trade and have a youth begin speaking to the adults in slang. Ater a ew minutes o each, have

them step down and ask each group to “translate the talk.” Bring the groups together and discuss the difculties

they experienced. Discuss how language is a part o each age group’s culture. Brainstorm solutions or crossing

language barriers.

Activity:

Wait a MinutePurpose: This activity will orce participants to understand time constraints and realize how dierent the percep-

tion o time is to each individual. “Wait a Minute” will make a good ice breaker at orientation or other meetings.

Description:Prepare by covering any clocks visible in the meeting room. Be sure to have a pen, a list o everyone

participating, and a watch that counts seconds. The task is or each person to say when they think a minute has

passed (without looking at watches or phones) rom the second you say “start.” As each person says “time,” write

the number o seconds next to their name. Ater everyone has said “time,” read the list to the group and compareaccuracy. Discuss the diering perceptions o time and the importance o time management and planning in the

running o an efcient and successul organization.

BARRIERS 9



Organizational

AssessmentAn assessment o your organization will help determine

what is needed or successully integrating youth into your

governing structure. Below is an outline o considerations

that an organizational assessment will address.



Structure:Many components make up the structure o an or-ganization. It is important to ensure that allowancesare made to provide or and encourage youth par-

ticipation. Recruitment is a large component o the

structure o your organization, and is explained in

urther detail in Chapter 5.

1 Recruiting youth: The recruitment process is very

important. Reach out to young people already in-

volved in the community. Take every opportunity to

network and to get young people’s attention; any-

one can be an asset. Go out in the community and

nd those youth who have been recommended by

your community’s teachers, pastors, coaches, etc.

2 Selecting youth: Choosing the right youth is im-

portant because poor selection can lead to reten-

tion problems. In order to accomplish the goals o

your organization, it is important to have diverse and

committed young people working alongside the

adult members o your board.

3 Retaining youth: Help to retain your youth mem-

bers by making them eel involved. When delegating jobs, make sure those carrying out the duties have a

connection to the project. Also, i young people eel

like their participation is truly beneting the com-

munity, they are more likely to continue.

4 Roles and Responsibilities: Decide what role

young people will play in your organization. Will they

act as liaisons, or will they be involved in decision-

making processes? I young people play a central

role, they will know to show eort and remain com-

mitted.

5 Bylaws and terms: Some organizations’ bylaws do

not allow or members under a certain age, so make

sure yours will allow or young people to be involved

and amend them i necessary. Also, consider speciy-

ing how long members must serve. Make sure thatthe commitment is there and that the people o the

board understand how long they will serve on the

board.

Support:There are pragmatic barriers that may prevent youthrom participating in your organization. Conduct anassessment to ensure the resources to support the

decision to incorporate youth are available.

» Financial support: I young people are expected

to be ully involved, be prepared to reimburse them

or their expenses such as transportation and photo-

copies, or provide the resources. Consider creating a

policy to compensate or lost wages or youth who

must miss work or organizational duties. I young

parents are involved, provide assistance to support

their childcare needs.

» General support: Young people might need othertypes o support, and your organization could prove

to be an important resource. Consider having tutors

available, providing snacks, and leading workshops

that will teach leadership and community service

skills. Creating a supportive environment will in-

crease efciency.

» Personal support: Some youth need words o

encouragement so they know their work is appre-ciated. Reection time is a good idea, particularly

to build stronger relationships between youth and

adults. Young people can benet rom spending

time with adults, as well as other youth. Be sure toallow or personal sharing time. Another way to

make personal connections is by giving the youth

a phone call reminding them o the next meeting.

Even though this gesture may seem small, the youth

will eel they are a part o your organization.

ORGANIZATIONAL ASSESSMENT 11



Training:Training young people to work within your group isa critical rst step.

1 First, evaluate what support systems you already

have in place or adult members.

2 I the training plan is not geared towards youth, ad-

just it to include denitions o jargon and introduc-

tions to budgets, meeting protocol, and agendas.

An orientation will help develop skills to encourage

young people’s involvement.

Attitude:1 A positive attitude is important in maintaining ahealthy environment. Be sure both adults and youth

are supportive o one another, respectul o one an-

other, and eel open to discuss new ideas and con-

cerns.

2 Make sure adults are prepared to build strong rela-

tionships with young people and support their in-

volvement. Behavior and attitude go hand-in-hand,

so monitor the overall tone within your organization.

Encourage youth to ask questions and serve in lead-

ership positions.

12 the CURRICULUM



ORGANIZATIONAL ASSESSMENT 13



Model o Youth

InvolvementIn order to ully utilize the skills that youth can bring to an

organization, develop a model o youth involvement that

you would like to see in action. This will add structure and

purpose to your decision to incorporate young people.



Model o Youth

InvolvementWhen creating your model o youth involvement,

there are two general approaches.

1 Involve young people directly in an existing adult

body by adding youth positions to existing boards orcommittees. Determine i youth positions will have

voting authority or act as observers.

2 Set up an adjunct body consisting o young people

only. Establish how the youth input will be incorpo-rated into the primary governing body. Also deter-

mine what support is needed to maintain a separate

body o youth.

Structural

Options:I your organization decides to set up an adjunct

body, there are several possible structural options:

1 Advisory board: This group will oer eedback and

advice to the organization by meeting regularly and

commenting on issues assigned by the governing

body. The board has no governing authority, but can

organize special events.

2 Policy committee: This committee serves a signi-cant advisory role to the organization by having in-

put on programs and organizational issues, but does

not have representation on the board. Membersrom the committee can sit on the board to act as a

link between bodies.

3 Program committee: This committee is usually o-

cused on a specic program or project and may be

short-term.

4 Grant-making committee: This committee makes

decisions on how to distribute unds to community

projects by setting guidelines, reviewing grants,

making site visits, and raising unds.

5 Commission: Commissions are ully autonomousbodies whose duties include advancing policies and

making recommendations.

6 Task orce: A task orce is created or a short o pe-

riod time to carry out a specic duty, usually as as-

signed by the main governing body.

MODEL OF YOUTH INVOLVEMENT 15



Tips or Success:1 The structural options listed above are not denite– duties and privileges can be combined to better t

your organization’s needs.

2 Clariy the responsibilities o structures so young

people are not discouraged or overwhelmed by the

amount o power given to them.

3 Educate youth about the extent o their authority so

that adults and youth are on the same page.

4 Be clear on expectations by inorming adult mem-

bers o the goals to be ullled by adding youth.

5 Be prepared to implement training programs sinceyouth are less experienced, but also open to new

ideas. Having inormed members will benet your

organization.

6 Adding youth who already have relationships within

the organization will help maintain their interest and

participation. Add two to three young people at a

time, so nobody is overwhelmed or intimidated.

7 Have sta ready to devote time and energy to get-

ting the group prepared to do its job. Certain adults

should act as links between the youth board and

adult board by providing input and guidance to theyouth.

16 the CURRICULUM



MODEL OF YOUTH INVOLVEMENT 17



RecruitmentHal o the success o creating a great board depends upon

your recruitment process, and i you want to have an orga-

nization that involves young people in a signicant way, you

should recruit rom among those young people who believe

in your cause and will help you meet your objectives.



Steps or Eective

Recruiting:1 Be clear about what is desired. Be clear on how

the board will unction and work as a group.

2 Dene your selection process. Understand how

you want your selection process to run with your

goals in mind.

3 Recruit candidates and review expectations.

When recruiting, keep in mind your organization’s

expectations o prospective candidates.

4 Select Candidates.

5 Promptly notiy those chosen and not chosen.

6 Evaluate your recruitment process. Evaluation

is necessary, regardless o the results o the recruit-

ment strategy. I the results were negative, work to

improve methods or uture recruitment eorts.

7 Document the process. This will help sta remem-

ber what went on during the recruitment process,and will also help your organization improve the

process in the uture.

Tips or

Recruitment:» Recognize that youth are important. Recognize the

youth who are willing to be involved and will be an

important addition to your organization.

» Be conscientious o over-committed youth who may

have little time to give to the organization. Oten,

over-committed youth think they can still nd time

or one more board or committee. However they will

have little time to devote their time and talents to

your board. Seek youth that will be committed toyour organization.

» Create sample interview questions. For example,“what organization has had the biggest impact in

your lie and why?” or “what qualities do you possess

that can help you become a great leader?”.

» Determine the qualities o a worthy recruit and out-

line why those qualities will best serve the organiza-

tion.

» Consider reerrals rom young people already in-

volved in your organization.

» Contact youth organizations. Youth organizations

know where there are willing and committed youthand will help to publicize your recruitment eorts.

» Hold a brie orientation prior to interviews. This will

not only help you gain a better understanding o

what you can accomplish in the uture but will also

give those candidates a better understanding o

what they can accomplish.

» Advertise in public papers and youth publications.

There is a good chance that youth who are willing to

contribute to your organization are not aware o the

opportunities available.

» Consider publicizing in parent-concentrated areas.

Parents are always looking or ways their youth can

get involved. Frequently, it is parents who inorm

youth o opportunities within local organizations.

RECRUITMENT 19



OrientationIt is important or young people to eel comortable in new

leadership positions. An eective orientation period is crucial

or achieving progress on boards.



OrientationSteps or an eective orientation:

1 Dene the organization’s expectations and goals oryouth participants.

2 Create a letter that outlines the expectations and re-

sponsibilities o a board member. It is always helpul

to know what is to be expected. This will also give

you a better idea o what your organization wants

accomplished. Send a welcome letter to accepted

applicants and include these expectations, along

with a description o why this board has been cre-

ated.

3 Schedule an orientation that will review the roles

and expectations allowing time or questions. Beprepared to address some common questions that

the youth or parents may be considering.

4 Implement an inormal mentoring program. This pro-

gram should allow youth to ask questions and voice

concerns that may pop up in the rst ew months.

Maintain an open line o communication to better

orient and educate the new youth board memberso the organization’s policies and procedures.

5 Hold a parent orientation. Discuss their children’s

responsibilities including meeting times, the board’sgoals, and its relationship to the rest o the organiza-

tion.

Youth orientation

checklist shouldinclude:

» Organization’s mission: Start with the basics

– what is the organization’s main goal?

» History: How long has your organization been

around? How did it start? Interesting acts about

your organization: Let them know what you’re all

about.

» Names and explanations o programs: What are

the organization’s daily operations?

» Organizational inrastructure.

» Policies.

» Meeting protocol: What should youth expect at

meetings?

» Review o bylaws: Having bylaws and a constitu-tion to ollow is a great way to keep board members

on track. I there ever comes a time that an issue

is unclear or uncertain, bylaws will provide a rame

o reerence. This will make your board stronger and

more efcient.

» Contact inormation o current members: Ex-

plain who acts in an advisory capacity to the board

and who can answer questions.

» Plans or the uture: Youth need to know what or-

ganization’s goals are and what they can contribute.

» Staf introductions and responsibilities.

» Current unresolved issues.

» Sources o unding and relationships with major contributors.

» Relationships with major unders.

» Review letter o agreement: Let youth know once

again what the organization’s goals are.

» Attendance: What is expected o youth? They need

to know that attendance is important. Oten, issues

cannot be resolved and action cannot be taken

without the ull board. Make young people aware

that this is a commitment and they need to expect

to put some time into your organization.

ORIENTATION 21



Reminder

or Adults:» Encourage youth to voice opinions during the meet-

ing. Remind them that they are a valuable part o the

board.

» Remind youth that their involvement is important.

This is a large commitment but they can do it. Con-

tinually encourage them in their activities.

» Introduce youth to new concepts and the organiza-

tion slowly. Don’t throw everything at them at once.It will take them awhile to learn the ins and outs o

the organization.

Reminders

or Youth:» Find allies in ellow board members.

» Ask questions. There are no stupid questions. Most

likely someone else has the same question in mind.

Become comortable with the organization, so get

all those important questions answered!

» Don’t get discouraged. It will take time to get used to

the new organization and responsibility. Give your-

sel time to adjust.

» Attendance is important. Make the commitment

and stick to it.

» Appreciate adults and their resources. They are there

to help. Don’t view them as obstacles – interact with

them.

22 the CURRICULUM



Activity:

Name GamePurpose: This name game will not only help you learn each others names but also help you get to know each

other on a more personal level.

Description: Go around the circle, and have each person say his or her name and answer a question. Examples:What is your dream car? What superhero power do you wish you had? What is your avorite avor o ice cream?

The exercise should move quickly and allow group members to learn names along with personalities.

Activity:

Two Truths and a LiePurpose: This get-to-know-you game is a un way to help the board introduce themselves.

Description: Have the group sit in a circle. Go around the circle and have each person share three pieces o in-

ormation about themselves – two that are true and one that is a lie. Everyone else will try to decide which is the

lie. Discuss surprising things people learned about each other and how honesty aects group dynamics.

dynamic.

ORIENTATION 23



Making

Meetings Work Now that all participants are comortable in their new roles,

it is important to conduct meetings that are efcient, pro-

ductive, and encourage ull participation rom all members.



Making Meetings

Work: We understand that many o you have been in-

volved in conducting meetings and some o the ol-

lowing inormation may be somewhat elementary.

However, working with youth can be very dierent

rom working with adults, and the ollowing points

may be especially important to ollow when work-

ing with youth. The purpose o this section is to help

suggest some tools to use in your meetings to en-

gage youth. This chapter will suggest ways to involve

youth throughout your meetings, and to make thosemeetings as successul as possible.

Interactive

Meetings:1 Prepare an agenda and stick to it. Going in with

nothing prepared isn’t a good idea. Most likely you

will end up leaving the meeting with nothing ac-

complished.

2 Start each meeting with ice breakers to encourage

participation.

3 Break into small groups (3-4) and discuss a particu-

lar question or issue. It helps to start in small groupswhere more opinions can be expressed. Then bring

the whole group together or sharing and summariz-

ing.

4 In a large group, brainstorm ideas or solving a cur-

rent problem. Everyone’s ideas can be heard this

way!

5 End each meeting with a go-around to afrm ac-

complishments and outline action steps or unre-

solved issues.

MAKING MEETIN GS WORK 25



Meeting checklist:» Prepare goals or the meeting, issues or discussion,ice breakers, and closing topics. Open the meeting

by reviewing these goals.

» Be aware o time constraints. Stick to planned start

and end times or each meeting.

» Prepare a designated space conducive to discussion

and productivity.

» Gather materials (rereshments, equipment, charts,

etc.) and come prepared.

» Designate a acilitator to lead. More is accomplished

when a leader keeps everyone on track. This will alsohelp keep meetings on time.

» Make clear youth and adult roles during meetings.

26 the CURRICULUM



Activity:

WordstormPurpose: This activity will help to initiate discussion during meetings, and can be incorporated into your agen-

da.

Description: Using a chalk board or ip chart, write a word that is related to the day’s meeting. Ask the group tosay any words that come to their minds. Write down all o their responses as quickly as possible, then look over

the words and discuss what conclusions could be drawn about the group’s previous ideas and interactions with

this topic.

MAKING MEETIN GS WORK 27



Acknowledgements

The Education Committee o YouthInspire would like to thank the ollowing peopleor all their help and encouragement throughout the years to create this pamphlet:

Mr. Larry Arth, who has been a champion or our youth programs and who has pro-

vided nancial support and advice since our inception and continues to ensure we

have the unding to carry on our work.

The Lincoln Community Foundation and Ms. Debra Shoemaker or putting their trust

in youth by establishing YouthInspire, and or their continued commitment to the

Foundation.

We would also like to thank the W.K. Kellogg Foundation, especially Dr. Robert Long,

ormer Vice President or Programs at Kellogg, and Dr. Cynthia Milligan, Past Chair o the Kellogg Foundation Board, or making this project possible through a generous

grant to YouthInspire and or encouraging us to make a real dierence in our com-

munity.

We thank the Woods Charitable Fund and Ms. Pam Baker and Mr. Tom Woods or

providing us the unds to help sustain the work o YouthInspire.

The Lincoln Corporate Community or their generosity and support o our youth

programs.

Special thanks to Jacob North who so generously oered their services to print thiscolorul creation.

Without the help and inspiration rom the “Youth on Board” 14 Points handbook, the

YouthInspire Education Committee would not have been able to put together this

new pamphlet or our community.

We would also like to give a big thanks to Ben Corley rom Corley Consulting Group

out o Fort Wayne, Indiana or all his work with this project, rom beginning to end!

We would like to thank Chris Tipton o Omaha, NE or his innovative design work.

Much appreciation to the Leadership Lincoln Board o Directors or allowing us thereedom to learn, and or the guidance they have given YouthInspire over the years.

And nally, we would like to thank Deane Finnegan, Peter Ferguson, and NateBuhrman o Leadership Lincoln and Lance Francisco, ormer YouthInspire advisor,

or their support and commitment to this program.

education curriculum jan 08

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