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Definition of Pollution Prevention
Pollution Prevention is any activity that reduces or eliminates pollutants prior to recycling, treat...
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Guides to Pollution Prevention - Research and Educ...
This guide provides an overview of waste generating processes and operations which occur in educati...
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Vocational Education in the United States: Toward ...
Describes trends in participation in secondary and postsecondary vocational education. Also presents...
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The New American Farmer
A 160-page collection of in-depth interviews with farmers and ranchers describing their diverse oper...
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Agricultural Teaching Labs: Background and Overview
Teaching Lab Topic Hub - Background and Overview
Various types of career and technical education are offered in U.S. high schools and many include training related to agricultural careers. According to National Center for Education (NCE) statistics, 97% of public high school graduates complete one or more courses in vocational education. There currently are over 11,500 National FFA Organization advisors/agricultural education teachers. One of every five jobs in private industry in the United States is related to agriculture. By teaching agriscience and agribusiness topics, teachers help students learn, grow and develop skills they will carry into their careers.

Agriculture has evolved from a production-centered industry into a competitive field which demands a blend of scientific, technological and business skills. As agricultural and trade industries evolve to meet changing policies, regulations and work force supply and demand, it is increasingly important to train students to keep pace with recent developments.

A typical agricultural education program covers a variety of subjects including biological sciences (animal, plant, horticultural, etc.), mechanics, business management, and technology, among others. Development of critical thinking skills and hands-on experience are enhanced in a laboratory setting. From mechanics to plant growth, many of these teaching areas have the potential to produce hazardous and harmful wastes. Common wastes produced are listed in the following table:

Potentially Hazardous Materials by Laboratory Area

Horticulture/ Floriculture

Herbicides; insecticides; fertilizers

Carpentry/Woodworking

Stains; solvents; wood preservatives; paints; stripping and cleaning solutions; glues

Metalworking/Foundry

Metal dust and shavings; acids; bases

Engine and Vehicle Repair Degreasing solvents; oil; grease; batteries; acids; alkaline waste; paints; thinners; used filters
Masonry Muriatic acid; alkaline waste; paints; additives
Welding and Cutting Stripping and cleaning solutions; acids; bases; metal dust and shavings; metal waste; compressed gasses; fluxes
Livestock Production Pesticides; pharmaceuticals; carcasses; tank sludge from aquaculture

Adapted from: Guide to Pollution Prevention: Research and Educational Institutions, EPA,1990

Though high school teaching labs typically produce small quantities, a wide variety of wastes may be produced. Small quantities and large variety make waste tracking increasingly difficult thus requiring additional expertise. This hub provides an overview of waste-generating processes and operations in teaching labs. This hub also presents options for minimizing waste through source reduction and recycling. Reduction of waste before its creation and then recycling those wastes on- or off-site will benefit educational institutions by reducing disposal costs and increasing safety.


Hub Last Updated: 08/08/2003

The P2Rx Topic Hub Project was developed by:
The Agricultural Teaching Labs Topic Hub was developed by:
Peaks to Prairies
Peaks to Prairies
Contact Laura Estes (Peaks)
406-994-3451 or laurae@montana.edu