August 2013

The Lake Holcombe High School in Holcombe, Wisconsin recently upgraded its science classroom as a result of a USDA Rural Development Community Facilities Economic Impact Initiative Grant.  Holcombe is a small rural community in the northwest area of the state.  The science classroom was outdated, making it difficult for the teachers to keep pace with new curriculum requirements and for students to conduct the necessary science experiments for that curriculum.

The newly redesigned science classroom is now compliant with the provisions of the Americans with Disabilities Act, and is similar to other high school science classrooms in the state.  A tank was also installed, along with new plumbing, to provide treatment for the chemical waste generated from science-related class work.  Now, the science curriculum can be expanded to offer experiences and experiments to the students that are equivalent with other science courses offered to their peers in the state.  In addition, new flooring, counters tops, bench fuel valves, sinks, and cabinets were installed, bringing the classroom into the 21^st century.  The 2013-2014 school year will be the first full year that the students will have access to the improvements.

Back to school means a fun and exciting way to learn for students of Anderson Public School in rural Gallatin County, Montana. Using a Distance Learning and Telemedicine Grant from USDA Rural Development, Anderson Public School and nine other rural schools in Montana installed the necessary equipment to connect their students to share and expand learning opportunities.

Through the web-based portable videoconferencing equipment, the students in this community southwest of Bozeman, Montana have already been able to move beyond the walls of their classroom. The 4^th grade class made a virtual visit to the Baseball Hall of Fame in Cooperstown, and as the 8^th grade students rode the ferry to see the Statue of Liberty, their classmates in the 7^th grade were able to join from back in Montana thanks to the equipment. Enterprising students are already coming up with new curriculum to share with their peers, including a student-led class on using a green screen to make your own videos.

Do you work at a port or international border where identifying potentially destructive agricultural pests is part of your job? Are you a student or teacher interested in learning more about potential and existing agricultural pests? Have you ever seen a creepy crawly thing in your backyard and wondered if it might be an invasive species? If you fit any of these descriptions, then ID Tools may be just what you need.

Created by USDA-APHIS’ Identification Technology Program (ITP), ID Tools helps agency staff to quickly identify pests, including insects, diseases, harmful weeds, and more, through an efficient, online database system. ID Tools currently includes more than 30 websites covering a vast array of pests and pests associated with specific commodities. These tools help to keep international cargo—and economic activity—moving as efficiently as possible at U.S. ports of entry. However, ITP’s ID Tools web site, which receives about 12,000 visitors a month, is not for experts alone.

How much will that little bundle of joy cost? According to USDA’s Cost of Raising a Child report, the answer for a child born in 2012 is $241,080 for food, shelter and other necessities over the next 17 years, which translates to about $301,970 when adjusted for inflation!

Speaking as a father and a grandfather, I know how much we as parents want to give our children the tools they need to excel at anything they set their minds to—from the essentials, like a roof over their heads and a quality education, to the fun stuff, like a brand new soccer ball, piano lessons or a trip to summer camp. We work hard to ensure our children’s future happiness and success each and every day.

Angeliz Vangas and Hanniah Rodriguez made a big impact serving as interns on the National Forests in North Carolina and are now heading back to school and continuing on their road to success.

As part of the Student Career Experience Program (SCEP), this summer Vangas and Rodriguez interned in the U.S. Forest Service’s engineering department in Asheville, N.C. SCEP provides work experience that is directly related to the student's academic program or career aspirations and gives students exposure to public service while enhancing their educational goals.

The civil engineering majors are rising seniors at the University of Puerto Rico at Mayaguez and have a passion for engineering. Both are members of the student chapter of the American Society of Civil Engineers, where they serve as treasurer and secretary, respectively.

“Aw, Mom, I’ll be fine,” says a teen off to college for the first time when cautioned about handling food safely.

An elementary school student tells his dad not to mention putting the cold pack in his lunchbox. “Don’t bug me in front of my friends,” says the gradeschooler who feels embarrassed. “Charlie’s folks don’t make him keep his lunch cold.”

Strong, healthy students of all ages may feel invincible to becoming ill from food. It may be the “superhero” mentality of video games and movies or just the optimism of youth. After all, if the food looks and smells good, what can be wrong with it?

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

Beginning with the 2014-15 school year, “competitive foods” in schools will be subject to new nutritional standards. Competitive foods include à la carte cafeteria items like pizza, French fries, and ice cream, as well as snacks and beverages sold in vending machines or at snack bars, school stores, or other locations.

Referred to as “competitive foods” because they compete with meals served through the National School Lunch Program, these foods and beverages are currently inconsistently regulated and frequently high-calorie, low-nutrient options. Competitive foods are more common at secondary than at elementary schools. A 2005 survey revealed that 32 percent of elementary schools and more than 60 percent of secondary schools offered non-milk a la carte items. Vending machines were found in 27 percent of elementary, 87 percent of middle, and 98 percent of high schools.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

One of the most exciting aspects of my job as the head of USDA’s National Agricultural Statistics Service (NASS) and an advocate for statistical literacy is to see students coming into the profession of statistics. We are fortunate, according to Bob Rodriguez, past-president of the American Statistical Association (ASA) in a column published in ASA’s AMSTATNEWS, “that the number of students majoring or minoring in statistics is soaring because of positive experiences in AP Statistics courses. The word is out that statistics is a ‘must’.”

Engaging students even earlier than high school is important not only for developing future statisticians but also so that they understand the importance of responding to surveys.  Both private and government statistics, including those about agriculture from my agency, are dependent on voluntary survey response.

It’s that time of year! Back to school season is upon us and agencies across the U.S. Department of Agriculture (USDA) are working to ensure a stronger and healthier future for our nation’s next generation of leaders. That means providing a happy and healthy learning environment for our kids, and helping them grow up with the tools they need to succeed.

Numerous excellent school garden programs have sprouted up across the country. School gardens often provide food that improves a child’s diet and nutrition, areas for learning, places for pleasure and recreation, as well as a continuing lesson in environmental stewardship and civic pride. But how do they take root?

School gardens are sown with similar considerations but vary based upon its geographic location, funding, grade level involvement, size, type and purpose. For anyone looking to begin a gardening program at a school, here are some tips to consider before you get growing: