ENGAGING P-20 STUDENTS AND THE PUBLIC THROUGH STEM EDUCATION AND SCIENCE COMMUNICATION

• Sponsoring Institution: National Institute of Food and Agriculture
• Project Status: COMPLETE
• Funding Source: HATCH
• Reporting Frequency: Annual
• Accession No.: 1017889
• Project Start Date: Oct 1, 2018
• Project End Date: Sep 30, 2023
• Program Code: [(N/A)]- (N/A)

Recipient Organization
PURDUE UNIVERSITY
(N/A)
WEST LAFAYETTE,IN 47907

Performing Department
Youth Development and Agricultural Education

Non Technical Summary
There are five driving forces in Indiana that support the need for this project: (1) advancement of STEM and public engagement regarding the agricultural sciences, (2) strategic investment in agriculture and STEM, (3) the role of university-K12 outreach and engagement partnerships, (4) the need for diversity in the STEM pipeline, and 5) investment in "SMART agriculture."Advancement of STEM and Public Engagement in the Agricultural Sciences: The life science industry in Indiana is large and growing as well as highly specialized and diverse. Indiana ranks 2nd in the U.S. in life sciences exports ($9.6 billion annually), consisting of drugs and pharmaceuticals; agricultural feedstock and chemicals; medical devices and equipment; and bioscience-related distribution. Indiana ranks 3rd in the U.S. for locating bioscience industries (Ketzenberger, 2017). Indiana is one of four states in the U.S. that is both large and specialized in life sciences jobs (Battelle/BIO, 2014). From 2001 to 2010, the number of life science-related jobs in Indiana grew 16%. Overall, Indiana boasts a $69 billion biosciences sector (Battelle/BIO, 2012). However, "Indiana may have become a victim of its own success in health and life sciences -- a situation highlighted by a new study that raises alarm about how to fill the 12,000 job openings expected annually through 2022" (O'Malley, 2016).Strategic Investment in Agriculture and STEM: In 2016, 21.4 million jobs in the agricultural and food sectors represented 11% of the total U.S. employment (USDA, 2017). At the national level, former President Obama's administration recognized the important role that agriculture plays in the growing the U.S. economy. "Technological innovation is a significant driver of economic growth, and the U.S. bioeconomy represents a growing sector of this technology-fueled economy. Agriculture, one of the country's largest industries, is heavily based on advances in biological research and development (R&D)" (The Whitehouse, 2012, p. 1). As one of the state's leading industries, food and agriculture has been a driving force in Indiana's economy (Indiana Agriculture, 2017). In the strategic plan, education and career development are highlighted as a key strategic focus. More specifically, the plan calls to "coordinate between K-12, postsecondary and industry to ensure agriculture education standards are current and the needs of secondary programs are being met," and "promote a culture of leadership development in agriculture across all career paths" (Indiana Agriculture, 2017, p. 6). A group of industry partners acknowledged the importance of agricultural science and technology as being critically important to solve societal challenges to generate new business and industry growth (BioCrossroads, 2012). Moreover, Indiana's investment in the life sciences sector has resulted in the state ranking as the second highest exporter of life science products (BioCrossroads, 2018).University-K12 Outreach and Engagement Partnerships: Education plays a critical role in the future success of the U.S. and Indiana. At present, "60 percent of U.S. employers report difficulty finding qualified workers to fill vacant positions at their firms" (Randall, 2014). K-12 public education in the U.S. struggles to excel in mathematics and science as the student population becomes increasingly diverse. As such, community partnerships of key stakeholders, including industry and university partners (NAS, 2011), are being organized to help leverage STEM and agricultural expertise and human capital to enhance K-12 education. As such, Purdue University made a strategic investment through a cluster hire of six faculty who are focusing on developing STEM teachers through a campus-wide initiative. The College of Agriculture at Purdue University has been active in PK-12 engagement and outreach, and recently the PK-12 Council has provided leadership in addressing strategic initiatives for over 8 years.Need for Diversity in the STEM Pipeline: Agriculture and the life sciences provide synergistic career opportunities in the state of Indiana, nation, and global marketplace. As the U.S. grows exponentially diverse, agricultural and STEM-related industries lag behind in recruiting and retaining racial and ethnic minorities and women in the career pipeline (NAS, 2011; NSB, 2012). Racial and ethnic groups represent 26 percent of the population but only account for 10 percent of the science and engineering workforce (Randall, 2014). For biological, agricultural, environmental and life sciences, all underrepresented minorities were below the overall percentage of freshmen in STEM majors (NSB, 2012). In 2009, 82% of the bachelor's degrees in agricultural sciences were earned by White students, followed by 5% Hispanic, 5% Other/Unknown, 4% Asian American, 3% Black, and 1% Native American. If the U.S. is going to be competitive in advancing the bioeconomy domestically and in the global marketplace, it will require a contemporary and diverse workforce to creatively solve challenges that are ultimately driven by population growth.Investment in SMART Agriculture: Smart agriculture is defined as "an approach that helps to guide actions needed to transform and reorient agricultural systems to effectively support development and ensure food security in a changing climate" (Food and Agriculture Organization of the United Nations, 2018). According to a report, in 2016 the Smart Agriculture market was worth $15.52 billion and is projected to rise to 26.76 billion by 2020 (Statista, 2018). As the world's population grows to a projected 9.6 billion people by 2050, food production will have to increase by 70% and this has to be done with fewer resources (arable land, limited water) amid a changing climate (Guerrini, 2015). Significant efforts throughout Indiana in both the private and public section are being undertaken to innovate in the area of Smart Agriculture. For example, Purdue University's College of Agriculture is in the process of a six-person cluster hire across multiple departments (Ag Economics, Agronomy, Agricultural and Biological Engineering) to focus teaching, research and outreach efforts on Smart Agriculture. Additionally, a private entity initiated in 2016 a national competitive challenge (www.agbot.ag) designed to spur innovations in the area of autonomous agricultural robots employing precision farming capabilities (agBOT Challenge, 2018).

Animal Health Component

75%

Research Effort Categories

Basic

25%

Applied

75%

Developmental

(N/A)

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
803	6099	3020	15%
806	6010	3020	35%
903	6010	3020	35%
903	6010	3030	15%

Knowledge Area
806 - Youth Development; 803 - Sociological and Technological Change Affecting Individuals, Families, and Communities; 903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6010 - Individuals; 6099 - People and communities, general/other;

Field Of Science
3020 - Education; 3030 - Information and communication;

Keywords

science communication

stem education

human capacity development

teacher development

public engagement

diversity, equity & inclusion

career development

pk-12 engagement

learner-centered teaching

messaging strategies

transformative learning

agricultural literacy

motivation

critical thinking

Goals / Objectives
The focus of this proposal is to investigate the extent educational and public engagement opportunities are accessible, equitable, inclusive, effective, and transformative in developing human capital for the STEM pipeline and developing a public who has a greater understanding of complex and controversial issues in the context of agricultural sciences. The goal of the project is to increase and engage the number of K-20 students in the STEM pipeline through STEM education, and the public through science communication using agriculture, food and natural resources as a context. There are three research questions to address this overarching goal.Research Question 1: What are cognitive, motivational, and behavioral outcomes of STEM education and science communication messaging strategies regarding various agriculture, food and natural resources issues?Research Question 2: What are cognitive, motivational, and behavioral strategies of inclusive and intentional PK-20 engagement in agricultural and food system contexts?Research Question 3: What are the cognitive, motivational, and behavioral outcomes of learner-centered teaching and transformative learning environments in agriculture, food and natural resources?

Project Methods
This Hatch Project will collectively address three aspects of assessing the effectiveness of STEM education and science communication programs in formal, nonformal, and informal learning environments: (1) integrated approaches for advancing critical thinking; (2) culturally relevant pedagogies to be more inclusive; and, (3) learner-centered teaching and transformative learning environments to be more engaging. As such, faculty and graduate students will collaborate on various research projects to address the three research questions. A conversion mixed methods approach will be used, which draws on the strengths of the faculty and interdisciplinary nature of the research team.An important capacity of this project is mentoring and developing graduate students to conduct educational research regarding the three research questions. Our previous Hatch Project resulted in 13 theses / dissertations in four years. The research team meets bi-monthly throughout the academic year to discuss research projects and monitor progress. Contingency plans are also discussed during the bi-monthly meetings. Because the faculty integrate graduate students to help conduct applied research on their teaching and engagement activities, the research team has been productive in conducting collaborative research.A conversion mixed methods design (QUAL + QUAN) is a multi-strand concurrent design mixes QUAL and QUAN approaches in all stages and will be used to address the three research questions (Morse, 2003). First, a qualitative (QUAL) approach with an inductive drive will be primarily used to understand contextualized and emergent findings for the three research questions. Second, a concurrent quantitative (QUAN) approach with a deductive drive will be primarily used to document and generalize outcomes for the three research questions. The conversion mixed design was chosen because the researchers had a pragmatic perspective and exploratory and confirmatory purposes for the research project (Teddlie & Tashakkori, 2006). Researchers will address the research objectives by transforming and analyzing data both qualitatively and quantitatively by using the QUAL and QUAN approaches to concurrently inform the conceptualization and inferential stages of research (Johnson & Onwuegbuzie, 2004). Brief descriptions are provided as specific studies that will be conducted to address each research question.Research Question 1: What are cognitive, motivational, and behavioral outcomes of STEM education and science communication messaging strategies regarding agriculture, food and natural resources issues?Three research projects will be conducted to address the first research question: (1) Advancing Youth Education through Animal Science Technology-based Modules (Brady, Karcher, Knobloch); (2) Climate Change Communication Barriers to Public Understanding / Messaging Strategies for the Risk Tradeoffs of Vector-borne Disease (Pfeiffer); and, (3) Development of Preservice and In-service Educators and Instructional Resources to Teach STEM through Agriculture, Food and Natural Resources (Wang, Knobloch, Tormoehlen, LaRose). First, technology-based modules will be developed to advance youth knowledge and interest in animal science STEM-related concepts and careers. Pretests and posttests will be assess students' knowledge and interests. Open-ended questions will also assess students' experiences with the modules. Frequencies, means, standard deviations, and open-ended coding will be use to analyze and report the key findings. Second, communication and public engagement strategies will be studied using an inductive QUAL approach with semi-structured interviews. Data will be analyzed using descriptive and in vivo coding techniques. Finally, teachers' knowledge and motivation will be assessed using a QUAL + quant approach. Concept maps, observations, reflections, semi-structured interviews, and questionnaires will be used to assess preservice and in-service teachers' beliefs and motivations about integrated STEM education. Descriptive statistics and coding techniques will be used to analyze the data sources.Research Question 2: What are cognitive, motivational, and behavioral strategies of inclusive and intentional PK-20 engagement in agricultural and food system contexts?Three research projects will be conducted to address the second research question: (1) Developing an Inclusive and Intentional Culture of Mentoring to Advance Institutional Diversity and Equity (Esters, Knobloch); (2) Enhancing Minority Middle School Students' STEM Literacy and Motivation Using Culturally Relevant Contexts (Esters, Knobloch); and, (3) Advancing Inclusive Learner-Centered Teaching Environments in Agriculture, Food and Natural Resources (Knobloch, Esters, LaRose). First, a QUAN + QUAL descriptive study will be conducted to assess college students' motivation and perceived mentoring support after participating in Mentoring@Purdue workshops and a week-long pre-graduate program. Questionnaire data will be analyzed using descriptive statistics and follow-up interview data will be analyzed using in vivo, thematic coding. Second, a QUAN + QUAL case study will be conducted to determine elementary students' science literacy, interest motivation, and career motivation after participating in integrated STEM modeling-eliciting activities using agricultural life sciences as a context. QUAN data will be analyzed using multivariate statistics, and QUAL data will be analyzed using inductive, open-ended coding. Finally, a QUAN + QUAL; heuristic study, descriptive study will be conducted to study preservice and inservice teachers' identity, teaching self-efficacy, and learner-centered teaching practices. A questionnaire, semi-structured interviews, rubric, and reflection field notes will serve as data sources and descriptive statistics and qualitative coding techniques will be used to analyze the data. Results will inform the development of future preservice agriculture teacher education coursework or student organization professional growth seminars as well as professional development opportunities for inservice agriculture teachers.Research Question 3: What are the cognitive, motivational, and behavioral outcomes of learner-centered teaching and transformative learning environments in agriculture, food and natural resources?Three research projects will be conducted to address the third research question: (1) Developing Intercultural Competencies through International Engagement (Karcher, Knobloch, Pfeiffer, Brady); (2) Assessment of Student Outcomes in an Issues-360 Engagement with Controversial Issues Experience (Pfeiffer, Knobloch); and, (3) Teaching Machine Systems Design using Challenge-based Projects (Tormoehlen). First, a QUAN + QUAL descriptive study will describe college students intercultural competence and career outcomes using a questionnaire, student reflections, and semi-structured interviews. QUAN data will be analyzed using descriptive statistics, and QUAL data will be analyzed using inductive, open-coding. Second, a QUAN + QUAL heuristic study will describe undergraduate students' critical thinking and emotional regulation after completing a year-long transformational learning experience via Issues-360 Engagement program. Questionnaire data will be analyzed using descriptive statistics, and student reflections will be analyzed using critical discourse analysis and thematic coding techniques. Finally, a QUAN descriptive study will be conducted to describe high school and college students' motivation after completing a machine systems design. Students will complete a motivation questionnaire and data will be analyzed using descriptive statistics.

Progress 10/01/19 to 09/30/20

Outputs
Target Audience:Elementary and secondary teachers, professors in higher education, farmers, parents, and K-12 and undergraduate students were the target audiences. Over 3,193 participants were reached. Targeted efforts included school enrichment programs for science literacy, development of innovative teaching methods, faculty workshops on learner-centered teaching, and experiential learning opportunities for students. Over 1,300 elementary and high school students were reached through the project. Students were from urban and rural communities, which include economically disadvantaged populations. The project reached over 350 undergraduate experienced more engaging learning environments, and 300 graduate students learned about research-based STEM topics. Over 300 consumers learned about science communication topics. Over 300 parents were reached through youth activities. There were 220 K-12 teachers reached through the project. Over 300 professors and staff were reached. Partner organizations include three academic institutions (University of Kentucky, Universidad de Caldas), nonprofit organizations (Girls Scouts, Indiana 4-H Organization), and seven different public schools located throughout Indiana. Changes/Problems:Implementation of teacher professional development and face-to-face instruction for PK-12 students was interrupted by COVID19 guidelines. This also impacted data collection and the number of participants. Threepartner institutions should be added as collaborators: Langston University, Pennsylvania State University, and Tennessee State University. What opportunities for training and professional development has the project provided? Twenty-two graduate students were provided training on how to conduct education and communication research and curriculum design. Over 1,800 participants benefited from trainings and workshops. Several professional development workshops were conducted, which resulted 855 students being trained and 956 adults, parents, K-12 teachers and university faculty and staff. First, professional development workshops were conducted to help 340 K-12 teachers learn how to teach STEM lessons using agriculture, food and natural resources. Second, professional development workshops were provided for 586 faculty and staff. Third, 353 graduate students were engaged in learning effective teaching and communication strategies. Fourth, a science communication workshop was offered for 25 undergraduates to learn to civilly engage others in conversations about controversial issues in animal welfare Finally, 372 undergraduate students were trained on how to effectively engage audiences using effective teaching and communication skills. How have the results been disseminated to communities of interest?Results from the project were shared within the campus community as well as nationally. American Association for Agricultural Education, National Virtual Conference American Dairy Science Association Annual Meeting, Virtual Conference American Educational Research Association (cancelled conference) Annual Hawaii International Conference on Education, Honolulu, HI Annual PROMISE Summer Success Institute, Baltimore, MD International Environmental Communication Association (IECA), Conference on Communication and the Environment, Vancouver, Canada National Agricultural Communication Symposium (SAAS communication affiliate) National Conference on Learner-Centered Teaching, Virtual Conference National FFA Convention, Indianapolis, IN Network of STEM Education Centers North American Colleges and Teachers of Agriculture Conference, Virtual Conference North Central Region American Association of Agricultural Education Conference (NC-AAAE), Virtual Conference Indiana STEM Education Conference, West Lafayette, IN National Association for Research in Science Teaching (Cancelled) Poultry Science Association Annual Meeting, Virtual Conference Purdue College of Agriculture Celebration of Teaching Excellence Event, West Lafayette, IN Purdue University Extension Professional Development Conference, West Lafayette, IN Purdue Undergraduate Research Conference, West Lafayette, IN What do you plan to do during the next reporting period to accomplish the goals? Carlos Parra will collect and analyze data of college students from Colombia who will participate in an international entrepreneurship internship at Purdue University. Ryan Kornegay will collect and analyze data of elementary students' motivations regarding food science and community connections. Andres Zabala will collect data in Colombia regarding youth motivation to pursue agricultural careers. Bryanna Nelson will collect data and analyze data of science and agriculture teachers' teaching efficacy of problem solving. Elizabeth Karcher is currently developing online STEM-based turkey modules for elementary classrooms. The modules will be piloted in Indiana classrooms in Fall 2021. Curriculum developed during the project will be shared on the E.G.G. website (https://ag.purdue.edu/ansc/learnpoultry/Pages/Home.aspx). Sarah LaRose will collect data and analyze data of cognitive processes of preservice teachers related to instructional planning and implementation. Hui-Hui Wang will (1) work with a graduate student to conduct literature review in science literacy and citizen science, (2) conduct literature review in K-12 FEW Nexus with faculty from multi institutions, (3) work with a graduate student and Dr. Knobloch to pilot test integrated STEM PCK tools, and develop PD and collect data for PDAL, (4) work with faculty and graduate students from multi institutions to analyze educational standards that associate with FEW Nexus, (5) structure a journal article that focuses on GCC beliefs and practices with 4-H Extension Educators, (6) develop a rubrics to evaluate international food safety educational programs that have gender appropriate strategies. Linda Pfeiffer will 1) work with graduate students to complete a literature review examining the role of psychological distance/construal level in threat perception 2) launch a multi-stage research study to evaluate effective messaging of science risk. Neil Knobloch and Levon Esters will continue to study the effectiveness of creating a network of 1890 and 1862 universities focused on mentoring. Levon Esters and Neil Knobloch will finish the urban agriculture book series. Roger Tormoehlen will provide online training experiences for agricultural safety and assess the effectiveness of the virtual training experiences.

Impacts
What was accomplished under these goals? For Research Question 1, three studies were conducted to investigate cognitive, motivational, and behavioral outcomes of STEM education and science communication messaging strategies regarding various agriculture, food and natural resources issues. First, Indiana nonformal and informal educators had limited knowledge about hydroponics and half were interested in learning more about hydroponics, and nearly all agreed hydroponics could be a great educational and enjoyable activity for youth to learn about growing food. Second, agriculture teachers from 14 different states self-reported they had a strong understanding about the basic science concepts of global climate change; however, they were challenged in understanding data that forms the evidence for global climate change, and whether this phenomenon is anthropogenic or natural, or both. The agricultural teachers' instructional practices about addressing the content of global climate change ranged from spending a dedicated amount of time to none at all in their classrooms. Finally, smallholder Kenyan farmers' attitudes towards agricultural technologies resulted in five conceptual clusters: challenges in accessing modern agricultural technologies (explained 19.09% of the total variance); effectiveness of agricultural technologies (11.88%); enjoyment of agricultural technologies (10.02%); social influence in use of technology (9.47%); and experience with agricultural technologies (8.13%). Further, thematic analysis from interviewed showed: (1) farmers' ambivalence about agricultural technologies; (2) lack of trust in agricultural agents; (3) low levels of agricultural technology knowledge; (4) extension services as the main source of information dissemination to farmers; (5) predominance of gender in determining agricultural technology adoption; and (6) gender inequity in agricultural decision-making. For Research Question 2, three studies were conducted to assess cognitive, motivational, and behavioral strategies of inclusive and intentional PK-20 engagement in agricultural and food system contexts. First, a poultry STEM curriculum, known as the E.G.G. program increased fourth and fifth grade students' content knowledge of the poultry industry and was a viewed as an implementable curriculum by teachers. Second, the poultry STEM curriculum increased elementary students' situational interest. Students self-reported having interest in topics aligned with the modules' learning objectives and inductive coding of responses found reappearing themes of interest relating to hen anatomy and animal welfare. Finally, women agricultural entrepreneurs were valued human capital resources, prioritized quality products, experienced significant internal constraints, reported discrepancies in division of labor, and shared obstacles to access to social networks. For Research Question 3, three studies were conducted to assess cognitive, motivational, and behavioral outcomes of learner-centered teaching and transformative learning environments in agriculture, food and natural resources. First, elementary students reported they were engaged in learning mathematics, science, and agricultural literacy through integrated and contextualized modeling-eliciting activities. Second, a two-year cohort of Issues 360 students was assessed to evaluate development of skills to meaningfully communicate about controversial agricultural issues as well as self-reported changes in levels of transformational learning. Overall students reported learning active listening, emotional regulation, respectfulness, empathy and confidence during the course as well as demonstrating changes in questioning-self, open-mindedness, stakeholder awareness, and critical thinking. Finally, high school teachers who implemented a STEM integrated curriculum using hydroponics resulted in two interdisciplinary collaboration models, multi-classroom and extracurricular activity. Additionally, three components representing teachers' beliefs and their interdisciplinary STEM collaboration practices were identified as playing an important role in a successful interdisciplinary STEM collaboration model in high school setting: (1) team size, (2) teaching goal, and (3) collaboration structure.

Publications

• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Marks, D.M., & Karcher, E.L.. (2020). Poultry in the classroom: contextualizing STEM learning within a poultry science curriculum. Presented at Indiana STEM Conference, West Lafayette, IN.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Zabala, A., Parra, C., Knobloch, N. A., & Wang, H. (2020). Chocolate as a tool to learn about plants, climate and food. Abstract presented at the Association for International Agricultural and Extension Education Conference, St. Petersburg, FL. (Conference cancelled)
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Knobloch, N. A. Kornegay, R., Esters, L., Brown, Z., McBride, S., Parker, V., Patterson, A., & Stafford, B. (2020, June 16-19). Cultivating the next generation of agri-STEM professionals through careers, community, and culture [Conference session]. NACTA Journal, 64(Supplement 1), 123. Proceedings of the NACTA Conference, Las Cruses, NM, United States. https://aces.nmsu.edu/nacta/schedule.html (Conference cancelled)
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Forbes, C., Scherer, H., Wang, H. H., & Sintov, N. (2020). National collaborative for research on food, energy, and water education (NC-FEW). Poster presented virtually at the Network of STEM Education Centers.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Wang, H., Bhattacharya, D. & *Nelson, B. (2020, Apr) Secondary Agriculture Educators' Knowledge, Beliefs, and Teaching Practices About Global Climate Change. AERA Annual Meeting San Francisco, CA http://tinyurl.com/yx3wtcho. (Canceled, virtual)
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: McGuire, M. R., LaRose, S. E., Nicholls, G. T., & Taylor, E. G. (2020). Emergency Remote Teaching for an Undergraduate Animal Science Class: Utilizing Videos to Teach Management Practices from a Distance. Innovative Idea Poster for the North Central Region Conference of the American Association for Agricultural Education. Virtual Conference.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Grant, M. A. & LaRose, S. E. (2020). Choose Your Own Adventure: Utilizing Choice Boards and Individual Feedback Sessions in an Undergraduate Curriculum Development Course. National Learner Centered Teaching Conference. Virtual Conference.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: LaRose, S. E. & Wang, H. (2020). Cultivating Scholarship of Teaching and Learning in Agricultural Sciences Education and Communication Faculty. Paper presented at the 2020 Virtual North American Colleges and Teachers of Agriculture Conference, Online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: LaRose, S. E., Orvis, K. H., & Talbert, B. A. (2020). Evaluating Horticultural Pedagogical Content Knowledge in Pre-Service Agricultural Education Students. Poster presented at the 2020 Virtual North American Colleges and Teachers of Agriculture Conference, Online.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Grant, M. A. & LaRose, S. E. (2020). EGGcellent work: Utilizing a school-based enterprise SAE to foster new agricultural experiences for students. Poster Session Proceedings: American Association for Agricultural Education Annual Conference 2020, Online. (Poster previously presented at North Central Region Conference of AAAE)
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Danielle Marks. (2020). The Elementary E.G.G. Program Impact on Agricultural Literacy and Interest. Master's Thesis. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Bryanna Nelson. (2020). A Comparative Analysis of Agriculture and Science Teachers Perceived Approach and Efficacy Teaching Problem Solving. Master's Thesis. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Elizabeth Alexander. (2020). Obstacles Encountered and Overcome by Female Agricultural Entrepreneurs in Niche Markets. Master's Thesis. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Newton Nyairo. (2020). Attitudes and Perceptions of Smallholder Farmers Towards Agricultural Technologies in Western Kenya. Doctoral Dissertation. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Brandon Allen. (2020). Using Critical Race Theory to Examine How Predominantly White Land-Grant Universities Utilize Chief Diversity Officers. Doctoral Dissertation. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Mingla Charoenmuang. (2020). High School Students Systems Thinking in the Context of Sustainable Food Systems. Doctoral Dissertation. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2020 Citation: Torrie Cropps. (2020). A Critical Narrative Inquiry of Black Womens Doctoral Experiences in Agricultural and Life Science Disciplines
• Type: Other Status: Published Year Published: 2020 Citation: Wang, H. H., Nelson, J. B., Knobloch, N. A., Langenhoven, P., Feng, Y. H., & Tormoehlen, R. L. (2020, July/August). Leveraging agricultural technologies to facilitate integrated STEM collaboration. The Agricultural Education Magazine, 93(1), 49-51.
• Type: Other Status: Published Year Published: 2020 Citation: Scherer, H. H., Forbes, C., Sintov, N., & Wang, H. H. (2020, March/April). The food-energy-water nexus: A new way to help students think about resource management in AFNR education. The Agricultural Education Magazine, 92(5), 5-8.
• Type: Other Status: Published Year Published: 2020 Citation: Esters, L., & Williams, J.L. (in press). Rethinking graduate program preparation through the development of professional dispositions. Inside Higher Education.
• Type: Other Status: Published Year Published: 2020 Citation: Clark, Q., & Esters, L. (in press). Federally funded programs are not enough to diversify the STEM workforce. Diverse Issues in Higher Education, https://diverseeducation.com/article/120618/
• Type: Websites Status: Published Year Published: 2020 Citation: Multi-institutional Mentoring Network for Transforming Organizational Culture (M.E.N.T.O.R.) Website
• Type: Other Status: Published Year Published: 2020 Citation: Purdue ASEC professors to bring mentorship for underrepresented students to 13 land-grant institutions. https://www.agrinews-pubs.com/2020/05/14/purdue-asec-professors-to-bring-mentorship-for-underrepresented-students-to-13-land-grant-institutions/a9v0dwr/
• Type: Websites Status: Published Year Published: 2020 Citation: Mentoring @ Purdue Website (revised). https://www.asec.purdue.edu/map/
• Type: Journal Articles Status: Awaiting Publication Year Published: 2020 Citation: Bostic, J., Clark, Q. M., Vo, T., Esters, L. T., & Knobloch, N. A. (in press). A design process for developing agricultural life science-focused model eliciting activities. School Science and Mathematics.
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Erickson, M. G., Erasmus, M. A., Karcher, D. M., Knobloch, N. A., & Karcher, E. L. (2020). High school student and teacher perceptions of an online learning experience integrating STEM and poultry science. Journal of Agricultural Education, 61(2), 20-40. https://doi.org/10.5032/jae.2020.02020
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Wang, H. H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. L. (2020). Defining interdisciplinary collaboration based on high school teachers beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education, 7(3). https://doi.org/10.1186/s40594-019-0201-4.
• Type: Journal Articles Status: Published Year Published: 2020 Citation: 6. Knobloch, N. A., Charoenmuang, M., Cooperstone, J., & Patil, B. S. (2020). Developing interdisciplinary thinking in a food and nutritional security, hunger, and sustainability graduate course. Journal of Agricultural Education and Extension, 26(1), 113-127, https://doi: 10.1080/1389224X.2019.1690014
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Erickson, M. G., Erasmus, M. A., Karcher, D. M., Knobloch, N. A., & Karcher, E. L. (2019). Poultry in the classroom: Effectiveness of an online poultry-science-based education program for high school STEM instruction. Poultry Science, 98(12), 6593-6601. https://doi.org/10.3382/ps/pez491
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Wang, H. H., & Knobloch, N. A. (2020). Preservice educators beliefs and practices of teaching STEM through agriculture, food, and natural resources. Journal of Agricultural Education, 61(2), 57-76. https://doi.org/10.5032/jae.2020.02057
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Barrett, T., Feng, B., & Wang, H. H. (2020). Food safety in the classroom: Evaluation of curriculum alignment to state standard using Delphi technique. Journal of Food Science Education. https://doi.org/10.1111/1541-4329.12198
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Vollmer, D., Esters, L. T., Knobloch, N. A., & Getz, D. A. (2019). Perceived Value of a Pre-Graduate School Resource Guide among Underrepresented Minority Undergraduate Students. North American Colleges and Teachers of Agriculture (NACTA) Journal, 63(2), 10-19.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Johnson, T., Esters, L. T., Knobloch, N. A., & Proctor, S. H. (2019). A follow-up study of underrepresented minority students perceived value of a pre-graduate program experience in Ag+STEM disciplines. North American Colleges and Teachers of Agriculture (NACTA) Journal, 63(2), 1-9.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Wang, H. H., Bhattacharya, D., & Nelson, B. (2019). Secondary agriculture teachers knowledge, beliefs and teaching practices of climate change. Journal of Agricultural Education and Extension, https://doi.org/10.1080/1389224X.2019.1699126
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Wang, H. H. (2019). Examining patterns in teacher-student classroom conversation during STEM lessons. Journal of STEM Education Research. https://doi.org/10.1007/s41979-019-00022-x
• Type: Journal Articles Status: Awaiting Publication Year Published: 2020 Citation: Esters, L.T. (in press). An exploratory study of undergraduate students presentation self-efficacy. Journal of Agricultural Education.
• Type: Journal Articles Status: Awaiting Publication Year Published: 2020 Citation: Erickson, M.G., D. Guberman, and E.L. Karcher. (2020). Undergraduates experiences of transculturation toward engagement pedagogy through a partnership program in animal sciences. North American Colleges and Teachers of Agriculture (NACTA) Journal.
• Type: Journal Articles Status: Published Year Published: 2020 Citation: Erickson, M.G., D.M. Marks, and E.L. Karcher. (2020). Motivational effects of hands-on, problem-based, and learning activities in an introductory college course. Teaching and Learning Inquiry, 8(1), 138-153.
• Type: Journal Articles Status: Awaiting Publication Year Published: 2020 Citation: Wang, H. H. (In-press). Examining patterns in teacher-student classroom conversation during STEM lessons. Journal of STEM Education Research.
• Type: Books Status: Accepted Year Published: 2020 Citation: Esters, L. E., Decoito, I., Patchen, & Knobloch, N.A. (in press). STEM Learning and teaching through urban agriculture: What the research says. New York, NY: Springer.
• Type: Books Status: Accepted Year Published: 2020 Citation: Esters, L. E., Decoito, I., Patchen, & Knobloch, N.A. (in press). Designing urban agriculture programs to improve STEM learning and teaching. New York, NY: Springer.
• Type: Book Chapters Status: Awaiting Publication Year Published: 2020 Citation: Rebello, C. M., Wang, H. H., Asunda, P. A., & Conner, A. (In Press). Infusing evidence-based reasoning in integrated STEM. In C. Johnson, M. Margaret, T. Moore, & L. English (Eds.) Handbook of Research on STEM Education. Purdue University Press, Indiana: West Lafayette
• Type: Book Chapters Status: Accepted Year Published: 2020 Citation: Wang, H. H., & Knobloch, N. A. (in press). K-12 Teachers Beliefs and Practices in STEM Integration. International Encyclopedia of Education.
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Clark, Q. M., Esters, L. T., & Knobloch, N. A. (2020). Developing model-eliciting activities for middle school using agricultural life sciences contexts: A work in progress. Paper submitted to the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Conference cancelled)
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Rebello, C., Wang, H. H., Asunda P. (2020, April). A model for argumentation in integrated STEM curriculum. Paper present at National Association for Research in Science Teaching International Conference, Portland, OR. (Canceled, Virtual)
• Type: Conference Papers and Presentations Status: Published Year Published: 2020 Citation: Marks, D., & Karcher, E.L. (2020). The elementary E.G.G. program: impacting agricultural literacy through STEM-curriculum. Poultry Science Association Annual Meeting, Virtual Conference.

Progress 10/01/18 to 09/30/19

Outputs
Target Audience:Elementary and secondary teachers, professors in higher education, farmers, parents, and K-12 and undergraduate students were the target audiences. Over 4,430 participants were reached. Targeted efforts included school enrichment programs for science literacy, development of innovative teaching methods, faculty workshops on learner-centered teaching, and experiential learning opportunities for students. Nearly 1,800 elementary and high school students were reached through the project. Students were from urban and rural communities, which include economically disadvantaged populations. The project reached over 1,400 undergraduate experienced more engaging learning environments, and 500 graduate students learned about research-based STEM topics. Nearly 90 consumers learned about science communication topics. Over 80 parents were reached through youth activities. There were 210 K-12 teachers reached through the project. Nearly 350 professors and staff were reached. Partner organizations include three academic institutions (Florida International University, University of Kentucky, Utah State University), nonprofit organizations (Girls Scouts, Indiana 4-H Organization), and seven different public schools located throughout Indiana. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Twenty-six graduate students were provided training on how to conduct education and communication research and curriculum design. Several professional development workshops were conducted, which resulted 2,458 students being trained and 1,055 adults, parents, K-12 teachers and university faculty and staff. First, a professional development workshop was conducted to help 401 K-12 teachers learn how to teach STEM lessons using agriculture, food and natural resources. Second, professional development workshops were provided for 611 faculty and staff. Third, 826 graduate students were engaged in learning effective teaching and communication strategies. Finally, 912 undergraduate students were trained on how to effectively engage audiences using effective teaching and communication skills. How have the results been disseminated to communities of interest?Results from the project were shared within the campus community as well as nationally. American Association for Agricultural Education National Conference, Des Moines, Iowa American Dairy Science Association, Cincinnati, OH American Educational Research Association, Toronto, Canada American Society for Engineering Education (ASEE), Tampa, FL Annual Hawaii International Conference on Education, Honolulu, HI Annual PROMISE Summer Success Institute, Baltimore, MD Association of American Colleges and Universities (AAC&U) Transforming STEM Higher Education Conference; Chicago, IL Association for International Agricultural & Extension Education Conference. Port of Spain, Trinidad & Tobago Association for the Study of Higher Education (ASHE) Conference, Portland, OR International Conference on Urban Education (ICUE) Biennial Meeting, Nassau, Bahamas. International Environmental Communication Association (IECA), Conference on Communication and the Environment, Vancover, Canada. International Mentoring Association National Conference, Gainesville, FL. National Conference on Race & Ethnicity (NCORE) in American Higher Education, Portland, OR National Conference on Learner-Centered Teaching, East Lansing, MI National FFA Convention, Indianapolis, IN National Land Grant Diversity Conference, Hebron, KY North American Colleges and Teachers of Agriculture conference, Twin Falls, ID North Central Region American Association of Agricultural Education Conference (NC-AAAE), East Lansing, Michigan. Indiana STEM Education Conference, West Lafayette, IN MANRRS National Conference, Kansas City, MO National Association for Research in Science Teaching, Baltimore, MD Poultry Science Association Annual Meeting, Montreal, Canada Purdue College of Agriculture Celebration of Teaching Excellence Event, West Lafayette, IN. Purdue University Extension Professional Development Conference, West Lafayette, IN. Purdue Undergraduate Research Conference, West Lafayette, IN What do you plan to do during the next reporting period to accomplish the goals? Carlos Parra will collect and analyze data of college students from Colombia who will participate in an international entrepreneurship internship at Purdue University. Ryan Kornegay will collect and analyze data of elementary students' motivations regarding food science and community connections. Andres Zabala will collect data in Colombia regarding youth motivation to pursue agricultural careers. Bryanna Nelson will collect data and analyze data of science and agriculture teachers' teaching efficacy of problem solving. Hui-Hui Wang will collect data and analyze data of STEM and Agriculture teachers' classroom discourse through conversation analysis. Elizabeth Karcher will finalize data collection and analyze data of elementary school students enrolled in the "E.G.G. in the Classroom" program evaluating student interest and agricultural literacy. Sarah LaRose will collect data and analyze data of cognitive processes of preservice teachers related to instructional planning and implementation.

Impacts
What was accomplished under these goals? For Research Question 1, three studies were conducted to investigate cognitive, motivational, and behavioral outcomes of STEM education and science communication messaging strategies regarding various agriculture, food and natural resources issues. First, college students in an introductory animal science course rated their interest in learning animal sciences using collaborative problem-solving methods higher than lecture. Second, high school students gained knowledge through an online learning program contextualizing STEM learning within poultry science and reported higher interest in STEM. Third, a study of the social dynamics of food security among farming households was conducted in Nigeria. The major finding from this study is that discriminatory gender and generational norms influenced food-related behaviors in farm households, which put women and children at a disadvantage. However, married women were less vulnerable to food insecurity compared to female household heads due to limited access and control of productive resources. Another key finding is that farm households defined hunger and poverty differently than commonly defined. Farm households defined hunger as unavailability of a socially desirable food (yam) using their cultural norms and values, therefore hunger does not mean unavailability of food but the lack of a socially desirable food - yam. Farm households also had a diverse diet consuming food from at least five groups daily. For Research Question 2, three studies were conducted to assess cognitive, motivational, and behavioral strategies of inclusive and intentional PK-20 engagement in agricultural and food system contexts. First, undergraduate students enrolled in a college of agriculture, college of science and college of liberal arts at a predominately white institution (PWI) and an Historically Black College and University (HBCU) were asked to reflect the extent their first college mathematics course instructor exhibited culturally responsive teaching. Five conclusions were generated from the study. First, the scale developed to measure students' perceptions of culturally responsive teaching in higher education was a valid instrument. Second, college students observed and sensed different types of culturally responsive teaching differently. Third, students' perceptions of culturally responsive teaching predicted students' academic self-efficacy and sense of belonging. Fourth, students who had a higher sense of belonging were more confident as college students. Finally, African-American students at an HBCU had higher perceptions of culturally responsive teaching. For the second study, chief diversity officers were interviewed regarding diversity, equity and inclusion practices at land-grant universities. There were four conclusions for this study. First, racism has had a constant presence on, and at times has been supported by, land-grant universities further complicating the jobs of CDOs. Second, CDOs of color often connected elements of their identity to the responsibilities of the CDO position. Third, CDOs described ways in which inclusion and diversity was part of the purpose of land-grant universities, ways in which race factored into academic achievements of the institution, but then become afterthoughts in other elements of campus life. Finally, PWLGUs often invoke liberal processes and decision-making that further limits the capabilities of the CDO to foster inclusive and diverse campuses. Future study recommendations include comparing and contrasting CDOs of Color and White CDOs, CDOs at Minority-Serving Institutions with CDOs at Non-MSIs, and perception of satisfaction by people of color with the job of the CDO at their institution. For the third study, a critical narrative inquiry of Black women's doctoral experiences in agricultural and life science disciplines was conducted. There were three conclusions from this study. First, not only did some participants come into the doctoral program already feeling like an imposter, their experiences with their advisors, committee, and/or departmental faculty worsened their feelings of imposter syndrome. Second, most of the participants mentioned the Angry Black Woman stereotype and attempting to avoid the Angry Black Woman stereotype for several participants resulted in the minimization of self, the feeling of walking on eggshells, and code switching/role flexing. Third, campus and departmental climate were critical in shaping participants' sense of belonging at their predominately white institution. Finally, participants indicated that whiteness in a department played a role on departmental racial climate, which ultimately affected their sense of belonging. For Research Question 3, three studies were conducted to assess cognitive, motivational, and behavioral outcomes of learner-centered teaching and transformative learning environments in agriculture, food and natural resources. First, high school teachers' motivations and outcomes after participating in a one-week immersive teacher professional development experience. Upon completion of the teacher professional development workshop, all of the teachers agreed they valued the benefits of interdisciplinary work. Moreover, all of the teachers agreed developing the integrated STEM/AFNR unit would be valuable to students, their school, and to the teachers personally. After implementing the integrated STEM hydroponics unit, the results suggested that the teachers saw the value of using STEM integration through interdisciplinary approaches. However, they encountered some challenges in terms of using STEM integration in a complex system through interdisciplinary collaboration. Second, high school students demonstrated system thinking skills, enjoyed learning system thinking skills, and saw the value of system thinking skills when learning about a sustainable food system. Third, college students engaged in learning controversial issues in food, agriculture and natural resources were able to explore other perspectives than their original perspectives, demonstrate active listening, and develop 21st century skills for their future careers.

Publications

• Type: Other Status: Awaiting Publication Year Published: 2019 Citation: Esters, L., & Williams, J.L. (in press). Rethinking graduate program preparation through the development of professional dispositions. Inside Higher Education.
• Type: Other Status: Awaiting Publication Year Published: 2019 Citation: Clark, Q., & Esters, L. (in press). Federally funded programs are not enough to diversify the STEM workforce. Diverse Issues in Higher Education, https://diverseeducation.com/article/120618/
• Type: Other Status: Published Year Published: 2019 Citation: Williams, J.L., Allen, B.C.M, & Esters, L. (2019). Recognizing historically black land-grant universities as national treasures. HBCU Times, 1(7), 8-11.
• Type: Other Status: Published Year Published: 2018 Citation: Hester, U., & Esters, L. (2018). Changing the culture: university, faculty and graduate student responsibility to prioritize student mental health. Diverse Issues in Higher Education, https://diverseeducation.com/article/131197/
• Type: Other Status: Published Year Published: 2018 Citation: Clark, Q., & Esters, L. (2018). Federally funded programs are not enough to diversify the STEM workforce. Diverse Issues in Higher Education, https://diverseeducation.com/article/120618/
• Type: Other Status: Published Year Published: 2018 Citation: Clark, Q., & Esters, L. (2018). Supporting the entry of older adult students into college classrooms, Diverse Issues in Higher Education, http://diverseeducation.com/article/114494/
• Type: Other Status: Published Year Published: 2018 Citation: Clark, Q., & Esters, L. (2018). Online social media identity management. Diverse Issues in Higher Education, http://diverseeducation.com/article/116882/
• Type: Other Status: Published Year Published: 2018 Citation: Jessica Merzdorf. (2018). Messaging Climate Change for Communication Professionals. Thesis project paper.
• Type: Theses/Dissertations Status: Published Year Published: 2019 Citation: Yujie Huang. (2019). Undergraduate Students Perceptions of Culturally Responsive Teaching and Their Sense of Belonging and Academic Self-efficacy in Higher Education.
• Type: Theses/Dissertations Status: Published Year Published: 2019 Citation: Erickson, MaryGrace. (2019). Increasing student interest and motivation in the poultry industry. Thesis. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2019 Citation: Grant, Jacie. (2019). Increasing intercultural competencies in short-term study abroad programming. Thesis. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2018 Citation: Alexandria Pettigrew. (2018). Urban Parents Motivation Regarding Their Childs Participation in STEM and Agricultural Activities. Thesis. West Lafayette, IN: Purdue University
• Type: Theses/Dissertations Status: Accepted Year Published: 2019 Citation: Brandon Allen. (2019). Using Critical Race Theory to Examine How Predominantly White Land-Grant Universities Utilize Chief Diversity Officers. Dissertation. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Published Year Published: 2019 Citation: Olamide Bisi-Amosun. (2019). The Social Dynamics of Food Security among Farming Households in Oyo State, Nigeria. Dissertation. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Accepted Year Published: 2019 Citation: Mingla Charoenmuang. (2019). High School Students Systems Thinking in the Context of Sustainable Food Systems. Dissertation. West Lafayette, IN: Purdue University.
• Type: Theses/Dissertations Status: Accepted Year Published: 2019 Citation: Torrie Cropps. (2019). A Critical Narrative Inquiry of Black Womens Doctoral Experiences in Agricultural and Life Science Disciplines. Dissertation. West Lafayette, IN: Purdue University.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Allen, B.C.M., Knobloch, N.A. & Esters, L.T. (2019). A case study evaluation of a mentoring training program focused on women and underrepresented minorities in Ag+STEM programs. North American Colleges and Teachers of Agriculture (NACTA) Journal, 63(1), 32-35.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Esters, L.T. (in press). An exploratory study of undergraduate students presentation self-efficacy. Journal of Agricultural Education.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Johnson, T., Esters, L. T., Knobloch, N. A., & Proctor, S. H. (In press). A follow-up study of underrepresented minority students perceived value of a pre-graduate program experience in Ag+STEM disciplines. Manuscript accepted by the North American Colleges and Teachers of Agriculture (NACTA) Journal.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Vollmer, D., Esters, L. T., Knobloch, N. A., & Getz, D. A. (In press). Recruiting underrepresented minority undergraduate students in the agricultural sciences through partnerships with 1890 land-grant institutions. Manuscript accepted by the North American Colleges and Teachers of Agriculture (NACTA) Journal.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Allen, E. C., Lofgren, E. A., & Brady, C. M. (2019). Digital Seanchai: Using Digital Storytelling to Assess Outcomes of a Study Abroad Course. NACTA, 63(1).
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Erickson, M.G., N.A. Knobloch, M. Erasmus, D.M. Karcher, & E.L. Karcher. (in press). Poultry in the classroom: effectiveness of an online poultry-science based education program for high school STEM instruction. Poultry Science Journal.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Grant, J.L., & E.L. Karcher. (in press). Evaluating student intercultural competence development in an animal production study abroad program. NACTA Journal.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Grant, J.L., & E.L. Karcher. (in press). Integrating extension Educators in agricultural study abroad programming. NACTA Journal.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Erickson, M.G., D.M. Marks, and E.L. Karcher. (in press). Motivational effects of hands-on, problem-based, and learning activities in an introductory college course. Teaching and Learning Inquiry.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Erickson, M.G., D. Guberman, H. Zhu, & E.L. Karcher. 2019. Interest and active learning techniques in an introductory animal science course. NACTA Journal. 63: 293-298.
• Type: Journal Articles Status: Awaiting Publication Year Published: 2019 Citation: Wang, H. H. (In-press). Examining patterns in teacher-student classroom conversation during STEM lessons. Journal of STEM Education Research.
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Wang, H. H., *Furrer, M., Orick, J., & Mitchell, K. (2019). Motivating master gardeners to teach STEM and agricultural concepts to youth. North American Colleges and Teachers of Agriculture Journal, 63, 225-230.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Scherer, H. H., McKim, A. J., Wang, H. H., DiBenedetto, C. A., & Robinson, K. (2019). Making sense of the buzz: Providing a taxonomy of STEM in agriculture, food, and natural resources education. Journal of Agricultural Education, 60(2), 28-53. https://doi.org/10.5032/jae.2019.02028
• Type: Journal Articles Status: Accepted Year Published: 2019 Citation: Wang, H. H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. L. (In press). Defining interdisciplinary collaboration based on high school teachers beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Bostic, J., Clark, Q., Vo, T., Esters, L., & Knobloch, N. (2019). A design process for developing agricultural life science-focused model eliciting activities. School Science and Mathematics Journal.
• Type: Journal Articles Status: Published Year Published: 2019 Citation: Knobloch, N. A., Charoenmuang, M., Cooperstone, J. L, & Patil, B. S. (2019). Developing interdisciplinary thinking in a food and nutritional security, hunger, and sustainability graduate course. The Journal of Agricultural Education and Extension. DOI: 10.1080/1389224X.2019.1690014
• Type: Book Chapters Status: Awaiting Publication Year Published: 2019 Citation: Barnett, M., Patchen, A., Esters, L. T., & Knobloch, N.A. (in press). STEM Learning and teaching through urban agriculture: What the research says. New York, NY: Springer.
• Type: Book Chapters Status: Awaiting Publication Year Published: 2019 Citation: Barnett, M., Patchen, A., Esters, L. T., & Knobloch, N.A. (in press). Designing urban agriculture programs to improve STEM learning and teaching. New York, NY: Springer. 3. Bracke, M.& Pfeiffer L.J. (2018) Issues 360: A Co-curricular Approach to Information Literacy, Critical Thinking, and Civil Discourse in the Sciences. In Vong, S. & Vrkljan, M. (Eds.). Learning beyond the classroom: Engaging Students in Information Literacy through Co-Curricular Activities. Chicago, IL: Association of College and Research Libraries. 4. Rebello, C.M., Wang, H.H., Asunda, P.A., & Conner, A. (In-press). Infusing evidence-based reasoning in integrated STEM. In C. Johnson, M. Margaret, T. Moore, & L. English (Eds.) Handbook of Research on STEM Education. Purdue University Press, Indiana: West Lafayette.
• Type: Book Chapters Status: Published Year Published: 2018 Citation: Bracke, M.& Pfeiffer L.J. (2018) Issues 360: A Co-curricular Approach to Information Literacy, Critical Thinking, and Civil Discourse in the Sciences. In Vong, S. & Vrkljan, M. (Eds.). Learning beyond the classroom: Engaging Students in Information Literacy through Co-Curricular Activities. Chicago, IL: Association of College and Research Libraries.
• Type: Book Chapters Status: Awaiting Publication Year Published: 2019 Citation: Rebello, C.M., Wang, H.H., Asunda, P.A., & Conner, A. (In-press). Infusing evidence-based reasoning in integrated STEM. In C. Johnson, M. Margaret, T. Moore, & L. English (Eds.) Handbook of Research on STEM Education. Purdue University Press, Indiana: West Lafayette.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Alexander, E., Knobloch, N., Brown, Z., Clark, Q., Esters, L.T., Hester, U., & Kornegay, R. (2019). Motivating the next generation of STEM professionals through cultural, community, and career connections in the classroom. American Society for Engineering Education (ASEE), Tampa, FL.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Alexander, E., Brown, Z., Clark, Q., Esters, L.T., Hester, U., Knobloch, N., & Kornegay, R. (2019). Establishing Community Engagement through Celebratory STEM Fair. Paper presented at the American Society for Engineering Education (ASEE), Tampa, FL.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Allen, B.C.M., & Esters, L.T. (2019). Minoritized in positions of power: The experiences of chief diversity officers of color at predominantly White land-grant universities. Paper presented the Association for the Study of Higher Education (ASHE) Conference, Portland, OR.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Allen, B. C. M., Cropps, T., Hester, U., & Esters, L. T. (2019). Social justice mentoring as an approach to enhancing the graduate school experiences of women and underrepresented minorities. Paper presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Clark, Q. M., Esters, L. T. & Knobloch, N. A. (2019). Developing the professional dispositions of graduate students using an empowered mentor-leader program model. Paper presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Allen, B. C. M., & Esters, L. T. (2019). Recognizing the value of historically Black land-grant universities. Paper presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Allen, B.C.M., Rodriguez, A., & Esters, L.T. (2019). Using critical race theory to redefine the professional dispositions of chief diversity officers. Paper presented at the American Educational Research Association, Toronto, Canada.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Clark, Q.M., Bostic, J.D., Esters, L. T., Knobloch, N.A., Alexander, E., Brown, Z., Hester, U.,& Kornegay, R. (2019). Developing real-world engineering tasks using agricultural life sciences contexts. Paper presented at the American Society for Engineering Education Conference, Tampa, FL.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Clark, Q.M., Esters, L.T., & Knobloch, N.A. (2019). Developing leadership and professional skills of graduate students using an empowered mentor-leader program model. Paper presented at the American Educational Research Association, Toronto, Canada.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Clark, Q. M., Rehmat, A. P., Esters, L. T., Knobloch, N. A. Alexander, E. M., Hester, U., Johnson, T. A., & Vollmer, D. (2019). Developing community and culturally-relevant connections through contextualized agricultural life science learning activities. Paper presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Clark, Q. M., Bostic, J. D., Esters, L. T., Knobloch, N. A. (2019). A framework for developing agricultural life sciences model-eliciting activities (AgLS-MEAs): A work in progress. Paper presented at Hawaii University International Conference on STEM/STEAM and Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Cropps, T.A., & Esters, L.T. (2019). You damn right im angry: The experiences of Black women doctoral candidates in agricultural life sciences. Paper presented to the Association for the Study of Higher Education (ASHE), Portland, OR.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Hester, U., Esters, L.T., Alexander, E., Brown, Z., Clark, Q.M., Knobloch, N., & Kornegay, R. (2019). Development of mentor training program for STEM professional and graduate student mentors. Paper presented at the American Society for Engineering Education (ASEE), Tampa, FL.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Pfeiffer, L.J. & Bisi-Amosun, O. (2019) Unusual Weather! Public Conceptualizations of Changes and Solutions Without Climate Change Attributions. International Environmental Communication Association (IECA), Conference on Communication and the Environment, Vancover, Canada.
• Type: Conference Papers and Presentations Status: Accepted Year Published: 2020 Citation: Rebello, C., Wang, H. H., Asunda P. (2020, April). A model for argumentation in integrated STEM curriculum. Paper presented at National Association for Research in Science Teaching International Conference, Portland, OR.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Wang, H. H., Bhattacharya, D., Nelson, B. (2019, October). Secondary agriculture teachers knowledge, beliefs, and teaching practices of climate change. Paper present at North Central Region American Association of Agricultural Education Conference (NC-AAAE), East Lansing, Michigan.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Wang, H. H., *Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. (2019, March). Teachers beliefs and practices of STEM integration in a complex system through interdisciplinary collaboration. Paper presented at the National Association for Research in Science Teaching, Baltimore, MD, and the American Association for Agricultural Education Conference, Des Moines, IA.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Esters, L.T., & Clark, Q.C. (2019). Impact of a Ag+STEM intervention program on undergraduate minority student. Abstract presented at the Association of American Colleges and Universities (AAC&U) Transforming STEM Higher Education Conference; Chicago, IL.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Esters, L.T., Brown, Z., & Knobloch, N.A. (2019). Advancing equity, inclusion, and diversity and inclusion through multi-pronged mentoring program. Invited presentation at the International Mentoring Association National Conference, Gainesville, FL.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Esters, L. T., Clark, Q.M., & Knobloch, N.A. (2019). Developing a mentoring based recruitment and retention program model. Abstract presented at the National Land Grant Diversity Conference, Hebron, KY.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Esters, L.T., Hester, U., Cropps, T., & Knobloch, N.A. (2019). Encouraging mentoring best practices through a graduate peer mentor training program at a historically White institution. Abstract presented at the National Land Grant Diversity Conference, Hebron, KY.
• Type: Conference Papers and Presentations Status: Published Year Published: 2018 Citation: Clark, Q.M., Rehmat, A.P., Esters, L.T., Knobloch, N.A. Alexander, E.M., Hester, U., Johnson, T.A., & Vollmer, D. (2018). Developing community and culturally relevant connections through contextualized agricultural life science learning activities. Abstract presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Allen, B.C.M., & Esters, L.T. (2018). Recognizing the value of historically Black land grant universities. Paper presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2018 Citation: Allen, B.C.M., Cropps, T., Hester, U., & Esters, L.T. (2018). Social justice mentoring as an approach to enhancing the graduate school experiences of women and underrepresented minorities. Abstract presented at the 17th Annual Hawaii International Conference on Education, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2018 Citation: Esters, L.T. (2018). Professional dispositions contributing to academic and non-academic career success of graduate students. Abstract presented at the International Conference on Urban Education (ICUE) Biennial Meeting, Nassau, Bahamas.
• Type: Conference Papers and Presentations Status: Published Year Published: 2018 Citation: Esters, L.T., Knobloch, N.A., & Clark, Q.M. (2018). Developing an inclusive and intentional culture of mentoring to advance diversity and equity. Abstract presented at 10th Conference on Understanding Interventions that Broaden Participation in Science Careers, Baltimore, MD.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Erickson, M.G., M. Erasmus, N. Knobloch, D.M. Karcher, & E.L. Karcher. 2019. Poultry in the classroom: effectiveness of an online poultry-science-based education program for high school STEM instruction. Poultry Science Association Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Carpenter, G.A., E.L. Karcher, and C.C. Williams. 2019. Methods of assessing learning utilized by university faculty in animal and dairy science programs. American Dairy Science Association Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Erlewein, M, D.M. Marks, M.G Erickson, and E.L. Karcher. 2019. Impact of differing instructional activities on student engagement. Poster presentation at the Purdue Undergraduate Research Conference.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Grant, M. A., & LaRose, S. E. (2019). EGGcellent work: Utilizing a school-based enterprise SAE to foster new agricultural experiences for students. Poster presented at the North Central Region American Association for Agricultural Education Conference, East Lansing, MI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Karcher, E.L., J.L. Grant, E.A. Flaherty, and M.A. Russell. 2019. Integrating intercultural competencies into agricultural-based study abroad immersion experiences. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Marks, D.M., M.G. Erickson, and E.L. Karcher. 2019. Evaluation of student engagement across differing introductory-course activities. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Erickson, M.G., M. Erasmus, N. Knobloch, D.M. Karcher, and E.L. Karcher. 2019. Evaluating online modules contextualizing STEM in poultry science for secondary students. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Erickson, M.G., D.M. Marks, and E.L. Karcher. 2019. Motivation effects of various instructional formats in an introductory college course. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: York, A.R., J.L Grant, and E.L. Karcher. 2019. Evaluating student engagement in a combined learning community study abroad program. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Bisi-Amosun, O., Pfeiffer L.J., Russell, M.A., Johnson, J. L., Tucker, M. (2019) The cultural dynamics of food insecurity among farming households in Oyo state, Nigeria, Association for International Agricultural & Extension Education Conference. Linking, Innovating, Motivating, and Engaging for Resilient Agricultural Systems. Port of Spain, Trinidad & Tobago, April 1-4, 2019. 22. Nelson, B., Wang, H. H., & Tucker, M. (2019, May). Teachers perceptions and practices of inquiry-based teaching and learning using CASE curriculum. Poster presented at the American Association for Agricultural Education National Conference, Des Moines, Iowa. 23. Nyairo, N., Pfeiffer, L.J. (2019) Sustainable Harnessing of Agricultural Technologies among Smallholder Farmers in Western Kenya. Association for International Agricultural & Extension Education Conference. Linking, Innovating, Motivating, and Engaging for Resilient Agricultural Systems. Port of Spain, Trinidad & Tobago. 24. Scherer, H. H., McKim, A. J., Wang, H. H., DiBenedetto, C. (2019, June). Making sense of the buzz: A systematic review of STEM in AFNR education literature. Paper presented at the North American Colleges and Teachers of Agriculture conference, Twin Falls, ID. 25. Wang, H. H., Bhattacharya, D., *Nelson, B. (2020, April). Secondary Agriculture Educators Knowledge, Beliefs and Teaching Practices about Global Climate Change. Poster presented at the American Educational Research Association National Conference, San Francisco, CA. 26. Wang, H. H., Nelson, B., Knobloch, N., LaRose, S. (2019, November). All Aboard! The STEM connection. Workshop presented at the 92nd annual National FFA Convention, Indianapolis, Indiana.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Nelson, B., Wang, H. H., & Tucker, M. (2019, May). Teachers perceptions and practices of inquiry-based teaching and learning using CASE curriculum. Poster presented at the American Association for Agricultural Education National Conference, Des Moines, Iowa.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Nyairo, N., Pfeiffer, L.J. (2019) Sustainable Harnessing of Agricultural Technologies among Smallholder Farmers in Western Kenya. Association for International Agricultural & Extension Education Conference. Linking, Innovating, Motivating, and Engaging for Resilient Agricultural Systems. Port of Spain, Trinidad & Tobago.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Scherer, H. H., McKim, A. J., Wang, H. H., DiBenedetto, C. (2019, June). Making sense of the buzz: A systematic review of STEM in AFNR education literature. Paper presented at the North American Colleges and Teachers of Agriculture conference, Twin Falls, ID.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Wang, H. H., Bhattacharya, D., Nelson, B. (2020, April). Secondary Agriculture Educators Knowledge, Beliefs and Teaching Practices about Global Climate Change. Poster presented at the American Educational Research Association National Conference, San Francisco, CA.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Grant, J.L., K. Acheson-Clair, and E.L. Karcher. 2019. Using the BEVI to interpret intercultural experiences in an agricultural study abroad program. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Grant, J.L., A.R. York, and E.L. Karcher. 2019. Evaluating Intercultural competence in a combined learning community study abroad program. NACTA Annual Meeting.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Wang, H. H., Nelson, B., Knobloch, N., LaRose, S. (2019, November). All Aboard! The STEM connection. Workshop presented at the 92nd annual National FFA Convention, Indianapolis, Indiana.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Knobloch, N. A. (2019). Discovering career pathways in agriculture. Roundtable discussion focused on agricultural education opportunities at the Agriculture Future of America Leaders Conference, Kansas City, MO.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Egger, T., Friend, L., Headrick, J., Knobloch, N. A., & Saha, A. (2019). The next step: Post graduate opportunities in agriculture. Panel discussion at the Agriculture Future of America Leaders Conference, Kansas City, MO.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: Esters, L. T., & Knobloch, N. A. (2019). Teaching assistant roles and responsibilities. Center for Instructional Excellence (CIE) Teaching Assistant Workshops, Purdue University, West Lafayette, IN.
• Type: Conference Papers and Presentations Status: Published Year Published: 2019 Citation: McGowan, O., Knobloch, N., Lewis, P., Harris, E., Sassin, J., Esters, L., & Huang, Y. (2019). Embracing learner-centered teaching. Invited presentation at the University of Arkansas, Pine Bluff, AR.