Boone County CES

County Emphasis:

Cultivating Communication and Leadership Skills

Concentration 1:

Building Leadership Capacity

Concentration 2:

Connected & Resilient Communities

Concentration 3:

Family and Youth Development

Situation:

Leadership is a critical component of thriving communities, influencing everything from governance and organizational structures to project management and grassroots initiatives. However, building leadership capacity remains a challenge, as many potential leaders need support, training, and encouragement to step into these roles. The University of Kentucky Cooperative Extension Community Needs Assessment identified a pressing need to develop leadership skills at all levels to enhance individual, family, community, and economic development. By strengthening leadership confidence and providing structured training, Extension helps cultivate a growing pool of capable leaders ready to meet local challenges. Volunteer training further enhances motivation and engagement, fostering long-term involvement in leadership and service.

Youth play an essential role in this development, with programs like 4-H offering opportunities to build critical skills such as communication, teamwork, and problem-solving. In addition to fostering leadership and civic engagement, 4-H equips young people with analytical and creative thinking skills, resilience, and adaptability—attributes identified by the World Economic Forum as essential for future employment. Kentucky’s youth express a strong desire for life skills training, mentorship, and workforce readiness opportunities, with 4-H programs responding to these needs by promoting career exploration, volunteerism, and community engagement. By maximizing youth voice and strengthening mentorship relationships, these initiatives empower the next generation of leaders who are committed to making a positive impact.

Beyond individual leadership, communities must also cultivate resilience and connectivity to thrive in an increasingly digital and interconnected world. Access to broadband, digital literacy, and well-designed public spaces are vital components of community well-being, particularly in rural areas. Extension’s efforts in connectivity and resilience support economic stability, social cohesion, and disaster preparedness, ensuring communities are equipped to adapt and recover from challenges. Young people are at the forefront of these efforts, leveraging technology and social networks to drive change and promote sustainability. By participating in local and global initiatives, youth contribute to more adaptable, engaged, and connected communities.

 At the heart of leadership development is the foundation of strong families and youth development. UK Extension programming provides essential educational and social resources that support well-being across the lifespan. Guided by the Cooperative Extension’s National Framework for Health Equity and Well-being, these programs foster resilience, positive relationships, and lifelong learning. Investing in leadership, communication, and personal growth at all stages of life ensures a future where individuals and communities alike can thrive, creating a cycle of empowered citizens dedicated to innovation, service, and sustainable development.

County Situation:

Strong leadership and communication skills are essential for the success of individuals, families, and communities. In Boone County, the 2023 Community Needs Assessment highlighted a pressing need for youth life skill training, ranking it as the second-highest priority. Equipping young people with essential leadership, communication, and workforce readiness skills is critical for fostering future community leaders who can navigate challenges with confidence and resilience. Programs like 4-H play a pivotal role in meeting these needs by providing opportunities for skill development, career exploration, and mentorship, ensuring Boone County youth are prepared for success in both personal and professional settings.

 

Beyond youth development, Boone County residents also identified the importance of strengthening community connections. Opportunities that promote a sense of local identity—such as community events, creative initiatives, and shared public spaces—ranked as the fifth most important Community and Economic Development need. Investing in these opportunities enhances civic engagement, fosters collaboration, and builds a stronger sense of belonging among residents.

 

Collaboration among community organizations and local government, particularly in support of underserved populations, was another significant priority, ranking seventh on the county’s needs assessment. Strengthening partnerships across sectors ensures that resources and opportunities reach those who need them most, creating a more inclusive and equitable community. Additionally, maximizing youth voice in issues that matter to them ranked as the 11th highest Youth Development need, reinforcing the importance of empowering young people to actively participate in decision-making processes that shape their future.

 

Workforce readiness is another key area for growth in Boone County. Building employee soft skills—such as communication, productivity, and teamwork—ranked ninth in the Individual and Family Development category. These skills are critical for career success and economic development, as employers increasingly seek candidates who can collaborate effectively and adapt to dynamic work environments.

 

Through leadership development programs, youth engagement initiatives, and community-building efforts, Boone County is working to cultivate a future-ready population equipped with the communication and leadership skills necessary for long-term success. By fostering collaboration, promoting civic engagement, and investing in personal and professional growth opportunities, Boone County can build a resilient, connected, and thriving community for generations to come.

Long-Term Outcomes:

1. Youth will serve in leadership roles in their community.  
2. Strong leadership pool for community boards and organizations
3. Strong boards and organizations accomplish more in the community
4. Cultural heritage is preserved and integrated into communities
5. Sustained investment in public spaces strengthens local economies
6. Increased understanding of cultural development and community identity

Intermediate Outcomes:

1. Participants gain confidence to lead
2. Leaders are inspired to get more involved
3. Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.  
4. More citizens adopt digital tools for work and daily life.
5. Increased understanding of cultural development and community identity.

Initial Outcomes:

1. Assuming new leadership roles
2. Improved leadership skills
3. Youth identify personal strengths that contribute to leadership skill development (communication, teamwork, civic engagement).
4. Increased understanding of cultural development and community identity.

Evaluation:

Outcome: Short Term  

Indicator: 

Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  

Number of youth who reported that they have set goals to serve in leadership roles.  

Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Outcome: Medium Term

Indicator: 

Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc.  

Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level. 

Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.  

Method: Survey 

Timeline: At end of Club/Program Year  

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study

Method: Survey  

Timeline: At least a year from participation

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

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: Increased understanding of cultural development and community identity (initial) 

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: Increased knowledge of gardening (initial) 

Indicator: Number of participants who reported increase confidence in teaching others about gardening.  

Number of participants who reported increased knowledge of plant pests and diseases. 

Number of participants who reported increased knowledge of appropriate planting material for Northern Kentucky.  

Method: Post participation surveys 

Timeline: Collected at end of training 

Outcome: Increased participation in community horticulture education (medium) 

Indicator: Number of Master Gardener volunteer hours 

Number of Master Gardener contacts made 

Method: Extension Pace website where Master Gardeners input hours.  

Timeline: Inputted by Master Gardeners on a continuous basis 

Outcome: Improved leadership skills. (initial)

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation

Outcome: Increased confidence to lead. (intermediate)

Indicator: Number of people reporting increased confidence in their leadership abilities. 

Method: Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

Timeline: Survey will be collected immediately after program participation or via follow-up evaluation after six months.

Outcome: Increased community pride (long-term)

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conduced at 3 and 6 months.

Learning Opportunities:

Audience: Youth  

Project or Activity: 4-H Leadership Program

Content or Curriculum: Curriculum such as Leadership Skills you never outgrow is sourced from Shop 4-H and Ricochet: An Extreme 4-H Leadership Adventure is sourced from other Land Grant Systems. All curriculum pieces focus on leadership, communication, and civic engagement.

Inputs: In school clubs for middle and high school, after school clubs for teens, area ten councils, Middle school leadership clubs, and civic engagement opportunities. 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.

Dates: September- May

Audience: Youth  

Project or Activity: Teen Conference

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.

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.

Dates: Summer  

 Audience: Youth  

Project or Activity: 4-H Summit

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.

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.

Dates: Fall

Project or Activity: 4-H State Teen Council, Leadership Boards and Task Forces

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.

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.

Dates: Throughout the Program year

 

Audience: Youth  

Project or Activity: 4-H Camp Counselor Training (Teens)

Content or Curriculum: Content in the Camp Volunteer Training Guide is sourced from the American Camp Association best practices and focuses on developmental needs of campers, safety considerations, operating procedures, age-appropriate behavior management, and camper supervision techniques.

Inputs: These trainings are supported by the research base of the American Camp Association with materials provided by the 4-H State Office, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and led by County Extension Staff responsible for 4-H Camp.

Dates: Pre-Summer

Audience: Youth  

Project or Activity: Achievement Program

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.

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.

Dates: Throughout the year

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: 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

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: Communities (Connected and Resilient Communities) 

Project or Activity: Building Connection in Community 

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(s): Ongoing, 2025-2029 

Audience: Gardeners looking to take a leadership role 

Project or Activity: Master Gardener Volunteer Program 

Content or Curriculum: Master Gardener Training 

Inputs: Programmatic materials, paid staff, current Master Gardener Volunteers, etc. 

Date(s): Volunteer program ongoing. Training rotates between Boone, Kenton, and Campbell Counties.  

Audience: Individuals

Project or Activity: Kentucky Extension Homemakers Association (KEHA)

Content or Curriculum: KEHA Leadership Academy, Homemakers Leader Lessons, Publications, Newsletters/News & Notes, Officer/Chairman training materials, KEHA State Meeting, various other resources and materials

Inputs: Programmatic materials, training, mentoring, paid staff, volunteers, community partners, non-profits, etc.

Dates: Ongoing

Evaluation:

Outcome: Short Term  

Indicator: 

Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  

Number of youth who reported that they have set goals to serve in leadership roles.  

Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Outcome: Medium Term

Indicator: 

Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc.  

Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level. 

Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.  

Method: Survey 

Timeline: At end of Club/Program Year  

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study

Method: Survey  

Timeline: At least a year from participation

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

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: Increased understanding of cultural development and community identity (initial) 

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: Increased knowledge of gardening (initial) 

Indicator: Number of participants who reported increase confidence in teaching others about gardening.  

Number of participants who reported increased knowledge of plant pests and diseases. 

Number of participants who reported increased knowledge of appropriate planting material for Northern Kentucky.  

Method: Post participation surveys 

Timeline: Collected at end of training 

Outcome: Increased participation in community horticulture education (medium) 

Indicator: Number of Master Gardener volunteer hours 

Number of Master Gardener contacts made 

Method: Extension Pace website where Master Gardeners input hours.  

Timeline: Inputted by Master Gardeners on a continuous basis 

Outcome: Improved leadership skills. (initial)

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation

Outcome: Increased confidence to lead. (intermediate)

Indicator: Number of people reporting increased confidence in their leadership abilities. 

Method: Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

Timeline: Survey will be collected immediately after program participation or via follow-up evaluation after six months.

Outcome: Increased community pride (long-term)

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conduced at 3 and 6 months.