Commentary: Through 4-H, STEAM helps shape agriculture's future

By Kimberly Sinclair Holmes

Many years ago, I was singing “Old MacDonald Had a Farm” with a toddler member of my family. I prompted the child by singing “Old MacDonald had a….” At first, he responded, “a chicken.” The second time, it was “a pig.” At the third time, a shift apparently occurred in his mind, and he excitedly responded, “a tractor.”

Naturally, his interest in agriculture had merged with his interest in machines. I laughed and agreed with him that a tractor was indeed very important to both Old MacDonald and the farm.

As a person who has worked in education for nearly 20 years, I cannot overstate the importance of introducing youths to agriculture and its relationship with STEM (science, technology, engineering and mathematics). Introducing children as early as possible sets a strong foundation upon which we can coach and guide their minds into any number of exciting possibilities in agriculture, from agriculture literacy to agriculture careers to agricultural innovation.

More frequently in the past few years, I find myself using a broader term coined by others—STEAM—expanding traditional STEM to include agriculture to acknowledge the longstanding and deep contributions of agriculture to the health, well-being and prosperity of our nation and the world.

Here’s where things get really exciting. Through STEAM projects, there are endless opportunities to provide training to youths that have real-world applications. For example, young people can learn how to use robotics to solve agricultural challenges such as endemic pests and diseases or predatory animals in agricultural and working landscapes.

The integration of STEM and agriculture has led to phenomenal innovations in precision agriculture and other technological breakthroughs: machines that sort produce based on size and color, machines that plant seeds at carefully calibrated depths and distances apart, and even machines that milk cows based on their preferred schedule.

The University of California Agriculture and Natural Resources just received a $750,000 grant funded by the U.S. Department of Agriculture National Institute of Food and Agriculture. The grant aims to spark teenagers’ interest in food and agriculture by using cutting-edge drone and mapping technologies.

How do we nurture and encourage the natural inclination of youths to combine the strengths of agriculture, engineering and other aspects of STEAM?

California 4-H is a leading youth development program serving young people ages 5 to 19. Administered by UC ANR, California 4-H offers innovative projects, activities and events that bring youths together, while building and strengthening life skills and skills in a host of areas that can prepare them for a career—animal science, robotics, computer science/coding, natural resource management, fine arts and more. Since 2001, California 4-H youths have been building robotic systems to learn scientific concepts, the engineering design process and technology creation.

The life skills we teach in California 4-H include critical thinking, problem solving, effective communication and positive relationship building. The training topics we offer include leadership and civic engagement, healthy living, STEAM and inclusive programs that foster a sense of belonging. Through 4-H clubs, project teams, after-school programs and online training, California 4-H reaches youths where they are and guides them toward reaching their full potential.

As the new director of California 4-H, one of my primary goals is to ensure that all youths across California who seek support with their academic and social growth and development have access to our programs. I also want to grow our programming in agriculture and STEM/STEAM, as these are critical areas of need for our communities and our state’s economic vitality.

Research on the outcomes of youths who engage in 4-H programs is very clear. Studies have shown that youths who engage with 4-H programs are more likely to:

• Achieve academically.

• Serve in leadership roles in school and community.

• Engage in some form of community service.

Moreover, young people who engage in STEAM-related activities are generally more likely to study STEAM-related majors in college or enter STEAM-related jobs after high school. This increases the pipeline of professionals in agricultural communities who will assist producers in their efforts to optimize efficiency and profits, and better steward the land and natural resources.

Support for youths who engage in STEAM also has the potential to lead to innovations in agriculture-related extension and education.

Join our statewide effort to help young people find their “spark” by attending the Future of AgTech 4-H Breakfast at 7:30 a.m. Oct. 24 at the Yolo County Fairgrounds in Woodland. For details, visit https://bit.ly/4-HFIRAEvent. To learn more about 4-H in your community, visit https://4h.ucanr.edu.

I am convinced that by working together, our dreams of STEAM will produce an extraordinary environment in which all youths are able to plant their seeds of inspiration in the soil of education—and yield a greater quality of life for all of California.

(Kimberly Sinclair Holmes, Ph.D., is California state 4-H director. She may be contacted at ksholmes@ucanr.edu.)