b'Growing with ExtensionGenetic EngineeringSeafood Consumption Professional Development is Increasing By Jason M. Sheldon|gmo.uconn.edu/pd-step By Tessa L. Getchis|seagrant.uconn.eduThe American public is growingadults. The team isHuman demand for seafood is rising, increasingly skeptical about the safety ofcollaborating to cre- but the world ocean can only provide a genetically modified (GM) foods. Despiteate a standards-basedlimited share of what we consume. Over consensus in the scientific communitycurriculum andthe last 50 years, the average annual that foods containing GM ingredientslaboratory-based pro- Connecticut high school teachers use DNA analysis to investigate whether foodgrowth in seafood production exceeded are safe, nearly half of Americans believefessional developmentcontains GMO modified soy products.that of all other types of terrestrial animal otherwise. Younger adults are also morefor secondary schoolproduction. In 2018, global seafood likely to regard GM foods a health risk. teachers on genetic engineering. Theshare career opportunities in the fieldproduction was estimated at an all-time In order to address misunderstandingsproject aims to build the knowledge andof genetics with students. In additionhigh of 178.8 million metric tons, with about GM foods and provide informationconfidence of educators and provide themto the professional development work- farmed seafood representing nearly half about the applications of genetic engi- with materials to deliver lessons related toshop, the program will prepare simplerof the total of all seafood produced. neering in agriculture and other fields, agenetic engineering in their classrooms.exercises that can be taught outside ofWith capture fisheries production nearly team is developing a program to enhanceHigh school teachers will participateclassroom and without the resources ofstagnant, aquaculture has been rapidlyHigh-Value Greenhouse Production science literacy for educators and youngin training at the Storrs campus, wherea lab setting, such as during 4-H youthexpanding to meet the needs of a growing they will utilize laboratory resources andactivities, to introduce scientific concepts.population.By Leanne Pundt|greenhouse.uconn.edubuild connections with academia andRead the full article at http://bit.ly/ A new report includes findings from industry professionals. The networkingUConn_PDSTEP. HE a survey of Connecticut residents aboutHigh technology greenhouses acrossUConn Extension offered 111 training opportunity will also allow educators totheir seafood related consumption,Connecticut provide cover for manysessions to Connecticut wholesale and knowledge, behaviors and preferences.types of plants. Bedding plants, ediblesretail greenhouses with 1,566,088 The purpose of the study was to collect(vegetable and herb transplants, green- square feet of intensive greenhouse Connecting Towns and UConn Students data to inform the development of publichouse vegetables grown for production),production and 1,021,000 square feet of engagement programs on Connecticutornamental herbaceous perennials, hempoutdoor container production in 2019. By Chet Arnold|clear.uconn.edu wild and farmed seafood industries andand poinsettias all grow in greenhouses.Diagnostic trouble shooting, grower seafood products. Further, the studyUConn Extension supports thevisits, phone calls, emails and text mes-UConn received a $2.25 million grantpreparation for the work force, whilegenerated new data useful to seafoodConnecticut greenhouse industrysages helped growers not participating from the National Science Foundation tocommunities receive help in respondingproducers on consumer willingness to paywith information and educationalin the intensive program offered by our expand and study a new public engage- to environmental mandates that theyfor locally farmed products. The report isprogramming on sustainable produc- UConn Integrated Pest Management ment program that combines teaching,often lack the resources to address onavailable at seagrant.uconn.edu. HE tion methods. In Connecticut, the(IPM) educators. service learning, and Extension outreach. their own. greenhouse industry is a significantOne grower stated, I would like thank The program is called the EnvironmentThe Environment Corps project ispart of agriculture. Greenhouseyou for all the guidance and information Corps and focuses on using STEMbuilt on an extensive partnership atand nursery products arethat you provided the interns and me (Science, Technology, Engineering andUConn. It includes faculty from fourConnecticuts leading sourcethis year. I always receive a new piece Math) skills to address important envi- schools and colleges in five departments:of agricultural income.of information that helps me keep ronmental issues like climate adaptation,Natural Resources and the Environment,Approximately 300 commercialthe crops on track for that excellent brownfields remediation, and stormwaterExtension, Geography, Civil andgreenhouse businesses have eightproduct. management at the municipal level.Environmental Engineering, andmillion square feet of productionGreenhouse production continues Environment Corps combines the familiarEducational Curriculum and Instruction.space under cover. In addition,to be one of the largest segments of elements of classroom instruction,In addition, the project involves fourmany Connecticut farmers haveConnecticut agriculture, and the success Town officials and UConn students collaborateadded greenhouse crops to their with Dr. Mike Dietz on a stormwater project. service learning and UConn Extensionsuniversity centers, all three environmentalbusinesses to increase income. of the industry helps build the infra- HEwork with communities in a unique waymajor programs, and the Office ofstructure that other operations depend on. that allows students to develop STEMthe Provost. Learn more about the skills and get real world experience asEnvironment Corps at clear.uconn.edu. HE16 2019 HIGHLIGHTS OF EXTENSION 2019 HIGHLIGHTS OF EXTENSION 17'