Publications

Foundational Research in Agricultural STEM Education

This curated selection of journal articles highlights the critical research driving the BoilerSteam project. These studies explore the development of instructional rubrics, the evolution of teacher beliefs, and the successful implementation of interdisciplinary collaboration models, offering valuable insights for researchers and practitioners alike who are committed to advancing integrated STEM through the context of AFNR.

Journal Articles

jae-2020-perteacher-beliefs-in-stem.pdf

Preservice Educators' Beliefs and Practices of Teaching STEM through Agriculture, Food, and Natural Resources

Hui-Hui Wang and Neil A. Knobloch

This study explores how the beliefs of future educators evolve as they design and teach integrated STEM lessons within agricultural contexts. The researchers identified three stages of development: a preconceived stage, a broadened horizons stage, and a perceived reality stage, noting that the transition to actual classroom instruction is the most challenging phase for new teachers.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

ag-ed-magazine-2020.pdf

Leveraging Agricultural Technologies to Facilitate Integrated STEM Collaboration

Hui-Hui Wang, Bryanna Nelson, Neil Knobloch, Petrus Langenhoven, Yaohua "Betty" Feng, and Roger Tormoehlen

This article discusses the role of agricultural technologies, such as hydroponics and food safety kits, as tools for fostering integrated STEM (iSTEM) learning. It emphasizes that agriculture provides a natural, real-world context for applying science and engineering design, helping teachers move toward a more holistic and connected instructional approach.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

ijstem-defining-interdisciplinary-collaboration.pdf

Defining interdisciplinary collaboration based on high school teachers' beliefs and practices of STEM integration using a complex designed system

Hui-Hui Wang, Mingla Charoenmuang, Neil A. Knobloch, and Roger L. Tormoehlen

This qualitative case study tracks two teams of high school teachers as they implement a year-long hydroponics project to facilitate interdisciplinary STEM learning. The research identifies two distinct models of collaboration—the multi-classroom model and the co-teaching model—and highlights challenges such as rigid school schedules and the need for shared planning time.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

jae-level-of-stem.pdf

Levels of STEM Integration through Agriculture, Food, and Natural Resources

Hui-Hui Wang and Neil A. Knobloch

This research developed a rubric to assess the depth of STEM integration in lesson plans created by preservice informal educators. The study found that while lessons successfully used real-world agricultural problems to engage students, they often struggled to meaningfully connect multiple STEM disciplines, frequently remaining focused on a single content area.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

EJ1450327.pdf

Exploring High School Students' Self-Efficacy and Identity in Contextualized STEM Food System Projects

Sarah E. Thies, Hui-Hui Wang, Neil A. Knobloch, and Bryanna Nelson

This study investigates how students' cultural identities and self-efficacy are influenced by participating in hands-on STEM food system projects. The researchers found that students felt more capable and motivated when project tasks allowed them to draw on their personal backgrounds and community contexts. The results suggest that contextualized learning serves as a bridge for students to see themselves as successful contributors to STEM and agricultural fields.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

Poster and Paper Presentations

Contextualized FEW Projects in STEM Education

Hui-Hui Wang, Neil A. Knobloch, Bryanna Nelson, and Sarah Thies

This poster details the IN-VISION model, which engages rural high school students in solving real-world food, agriculture, and natural resource challenges. Key findings show that students who participated in place-based ecology and food system projects reported significantly higher personal and local utility motivation, as well as increased self-efficacy tied to their cultural identities.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

contextualized_few_projects_stem_education.pdf

Industry-Driven Integrated STEM and Systems Approach to Innovate Incubation (IN-VISION)

Hui-Hui Wang, Neil A. Knobloch, Bryanna Nelson, and Sarah Thies

This paper explores the professional development of rural teachers as they implement industry-driven STEM challenges in their classrooms. It highlights that while the model successfully promotes interdisciplinary projects, teachers often remain tethered to their original disciplinary "silos" and benefit from synchronous guidance from scientists and industry experts.

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

Industry Driven Inte-4636 (1).pdf

Theses and Dissertations

High School Students' Motivation and Career Interests in Integrated STEM Food System Projects

Sarah Thies

This research utilizes Situated Expectancy Value Theory (SEVT) to evaluate how interdisciplinary food system projects affect student motivation and career interest in STEM and agriculture. The study concludes that contextualized learning helps students see the utility of their education, though it notes that teachers often face challenges in maintaining interdisciplinary collaboration without sustained support

Funding: National Institute of Food and Agriculture (USDA-NIFA), Project No. IND011778.

Thies.Sarah.Thesis.pdf

Funding

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