Research
Projects and Grants
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Enhancing STEAM Learning and Career Development through Life Science Education Contexts
Purdue Hatch Project
PI: Neil A. Knobloch
Co-PI: Colleen Brady Natalie Carroll, Kathryn Orvis, Clint Rusk, Roger Tormoehlen
Description:
Purdue’s College of Agriculture provides experiential learning opportunities to help advance science literacy and engage K-16 students to pursue careers in the life sciences. It does so directly through faculty, outreach coordinators, Extension educators, and indirectly through STEM collaborators, informal educators, volunteers, and K-12 teachers. A team of researchers known as the Life Science Education Signature Area (LSESA) in the Department of Youth Development and Agricultural Education (YDAE) organized the research capacity via this proposal to study the impact experiential and outreach programs in the life sciences have on human capital. We believe developing science literacy, understanding, and inquiry, and motivating students to learn science and pursue STEM careers in the life sciences develops human capital needed for Indiana to become the “crossroads of life science.” Life science includes plants, animals, food, and natural resources within science, technology, engineering, and math (STEM). Because agriculture is recognized as being a STEM-related discipline, the acronym will be referred to as STEAM hereafter because of the inclusion of agriculture as contextualized STEM learning. The goal of the project is to determine effective curricula and outreach programs that create engaging contexts for K-16 students to learn life science and pursue careers in science, technology, engineering, agriculture, and mathematics (STEAM)
- Multi-State Research Writing Project
Director: Neil Knobloch
Website:
Registration:
Description:
The current K-16 educational system, broadly-defined, is not engaging students to think critically and solve real-world problems (Vasquez, 2006). Furthermore, the process of authentic learning and assessment is not being implemented in the K-16 educational system, and many students’ are not learning basic science and math concepts (NAEP, 2005). Authentic learning experiences in the life sciences provide students opportunities to see the relevance of science, technology, engineering and mathematics (STEM) learning and motivate them to apply knowledge in the animal, plant, food and environmental sciences.
In 1998, the Board on Agriculture published Agriculture's Role in K-12 Education: Proceedings of a Forum on the National Science Education Standards. The Board made a strong argument for a scientifically literate population as amplified by Harold Pratt on page 6, "A greater understanding of science can lead to a higher quality of life. Scientific principles can be applied to personal decision making and to discussions of scientific issues that affect society. Our nation's productivity will benefit from a work force well grounded in skills of science and technology." Although examples were identified how agricultural scientists can play a role in K-12 education, the case that food, plants, animals and natural resources are a context to motivate and engage students to learn science, technology, engineering, and mathematics is greater today than it was since the early decades of the land-grant university. Food safety, obesity, bio-energy, and global climate change are just a few grand challenges the United States faces in the 21st century. In light of these challenges, Alan Greenspan argued the great challenges facing the U.S. will not matter unless we solve the problem facing the education system and the need for highly competitive workforce (U.S. Department of Education, 2006).
Increasing the number of students to pursue STEAM majors and careers addresses the growing concern about the U.S. workforce being competitive in global marketplace of ideas in the sciences and engineering. The Rising Above the Gathering Storm report elevates the concern that America may not be competitive in the global market place and argues that “an educated, innovative, motivated workforce—human capital—is the most precious resource of any country in this new, flat world” (Committee on Prospering in the Global Economy and the 21st Century; CPGE, 2007, p. 30).
The overarching research question we plan to address will be, “What human capital outcomes do authentic learning experiences create in life science contexts on teachers and students?” Specifically, we foresee the following research objectives will help define the project: (1) Explore academic environments which promote highest cognition; (2) explore educational opportunities that provide student engagement (cognitive, emotional, behavioral); and (3) explore teaching methodologies that will support student engagement through authentic learning and assessment in life science contexts. We plan to frame and operationalize the project using inquiry and context-based learning strategies to create authentic learning and assessment. Our focus will be on creating inclusive and engaging learning experiences for K-16 students and educators to learn concepts and skills in the life sciences for STEAM careers.
- Science Workshops
Website:
Description:
4-H Science Workshops is a program held at Purdue University specifically designed to offer 4-H members and other students a hands-on, realistic, and exciting opportunity to learn about Science, Technology, Agriculture, Engineering, and Mathematics (STEAM) careers. As a participant, you’ll have an opportunity to meet with and learn from Professors, Graduate Students, and other experts in these fields and participate in hands-on activities and experiments in the laboratories and classrooms at Purdue University. You will stay in the Purdue Residence Halls for the three days that you are at the Workshops, so you’ll be able to explore the Purdue campus and meet other students who share your interest in STEAM careers. You’ll have learning sessions and activities based around your area of interest throughout the day and in the evenings you’ll be able to take advantage of Purdue’s recreational facilities and have social time. The workshops are designed so that you will leave campus not only with a better understanding of your impact on science but also of your role in society.
- Web Based Learning Modules to Enhance Science Learning in Agriscience Classrooms
PI: Colleen Brady
Co-PI: Neil Knobloch
Funded by: USDA CREES Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge (SPECA) Grant
Website: http://www.csrees.usda.gov/funding/rfas/sec_challenge.html
Description:
This project addresses current concerns relative to science preparedness of American high school students through development of Web-based simulation modules that teach science concepts in the context of Agriculture using interactive simulations to engage student interest.
- Teaming with Insects
PI: Christian Oseto
Co-PI: Natalie Carroll, Tim Gibb, Melissa Shepson
Funded by: National 4-H SET Curriculum Development Grant
Website:
http://www.n4hccs.org/CurriculumRFA.aspx
Abstract:
The entomology curriculum, “Teaming with Life,” increases science literacy using insects and their relatives as the learning vehicle. Each hands-on activity reflects national education standards along with supporting activities that strengthen the personal development of students. Because science is interconnected, many of the activities show interrelationships among insects, plants, and the environment. Students learn critical thinking skills by using insects in crime scene projects, develop an integrated pest management activities in their homes and in their schools by exploring where insects may enter these premises and finding ways to manage insects without pesticides. Youth learn about diversity among insects, and youth extend the importance of diversity into many aspects of their lives. Many of the activities can be adapted as projects for science fairs. The negative health aspects of tobacco are dramatically illustrated by applying water extracts from tobacco products to food plants of insects and recording mortality. Insects have unique anatomical adaptations that help them survive in various habitats. In this activity, youth collect insects from leaves, soil, water, and plants. Using a hand lens, participants will examine the external anatomy of insects collected and will record anatomical differences and then determine how these differences contribute to their success.
- A Collaborative Land-Grant Model for Integrating Learner-Centered Instruction in 1890 Food and Agricultural Science Classrooms
PI: Orienthea McGowan
Co-PI: Bruce McGowan, Langston University, Neil Knobloch, Purdue University, Levon Esters, Iowa State University
Funded by: USDA CREES 1890 Capacity-Building Grant
Website:
http://www.csrees.usda.gov/fo/1890capacity.cfm
Abstract:
Creating social capital through 1862 and 1890 land-grant university partnerships and reforming traditional college instructional practices with alternative teaching strategies are imperative to teach more diverse student populations and develop human capital for the food and agricultural sciences system. The primary focus of this project is to develop, incorporate, and disseminate a variety of models of faculty teaching partnerships for their effectiveness in improving educational quality, faculty productivity, and enhancing the undergraduate experience. Specific objectives include: (1) Engage food and agricultural science faculty in professional development workshops and develop an online course on how to re-design their existing courses and deliver learner-centered teaching approaches (active, inquiry-based, and service learning) in their classrooms; (2) establish a “first-time” 1890 Faculty Development/Learner-Centered Teaching model to facilitate learner-centered education among faculty cohorts from food and agricultural sciences programs covering three1890 land-grant universities and one multicultural urban institution; (3) develop faculty development partnerships to infuse the learner-centered education experience throughout the 1890 community and beyond. The teaching project addresses Faculty Preparation and Enhancement for Teaching across the disciplines in food and agricultural sciences through three major activities: (1) faculty development workshops designed to create course plans to incorporate learner-centered teaching approaches; (2) online course for faculty and graduate students to implement and evaluate the effectiveness and impact of learner-centered teaching approaches on their teaching, student learning experiences, motivation, career development aspirations, and performance outcomes; and, (3) collaborative dissemination through a national teaching conference, a learner-centered teaching online network and website, faculty websites, journal articles, and mentoring.
- Linking Watershed Research and GK-12 Education within an Ecosystem Context
PI: Richard Moore (Ohio State University)
Co-PI: Casey Hoy, Lance Williams, P. Goebel, Virginia Bouchard, Ohio State University, Neil Knobloch, Purdue University
Funded by: National Science Foundation (NSF) GK-12 Grant
Website:
http://www.nsfgk12.org/
Abstract:
Watershed science serves as a model for incorporating multiple disciplines into a holistic, constructivist, systemic educational approach to create a cooperative learning opportunity involving researchers, students, and teachers. The Sugar Creek Project, consisting of diverse long-term scientific research projects by 25 researchers designed to improve water quality, is widely accepted in the community with 100% support of superintendents of public schools in the 356 square mile watershed. Members of the Sugar Creek research team serve as mentors for graduate fellows who work directly with K-12 teachers and students living within the Sugar Creek Watershed. STEM fellows conduct research in the watershed with the willing cooperation of local citizens and extend their presence to the school systems by working with teachers to integrate science into the curricula. Fellows have technical knowledge of watershed ecology and grow professionally in their knowledge of pedagogy, varied learning styles, and educational assessment by working with the teachers. Teachers share their knowledge and experience of teaching youth in school-based settings and grow in their knowledge and skills in watershed ecology, technology use and constructivist approaches by working with the fellows. The intellectual merit of the proposal is to test, evaluate, and demonstrate the value of place-based constructivist educational approaches for STEM fellows. The approach will promote and encourage motivation and cooperative learning opportunities where students are both participants and observers in activities that engage them in critical thinking, reasoning, and problem-solving. The broader impact of the study is that it will create a new cadre of fellows who understand and can implement place-based and constructivist approaches in their careers. It will also strengthen and widen the community base of the Sugar Creek Project through student involvement and provide the basis for a program for future projects.
- Foods for Health: A Multi-Institutional, Multi-Disciplinary Effort for Undergraduate Education
PI: Bhimu Patil (PI), Texas A&M University
Co-PI: Neil Knobloch, Purdue University, Diane Birt, Iowa State University, Steven Schwartz, Ohio State University
Funded by: USDA CREES Higher Education Challenge (HEC) Grant
Website:
http://www.csrees.usda.gov/funding/rfas/hep_challenge.html
Abstract:
Disease prevention through healthy food choices and lifestyles is a critical and emerging national research priority. College students need for knowledge about the connection between beneficial bioactive food compounds and disease prevention. A new multidisciplinary course in the science of foods for health will be developed to study plant-based foods and the complex biochemical processes driving the function of those foods in human health and disease prevention. The educational plan for this project integrates multidisciplinary training in Horticulture, Food Science, Nutrition and Biochemistry with an innovative program of experiential learning, student exchanges, summer internships, faculty development, and outreach with K-12 teachers. Primarily, a unique and first-of-its kind course on the 'Science of Foods for Health' for undergraduate education will be developed through a development workshop of multi-disciplinary faculty from multi-state institutions of higher education. The course will provide an opportunity for undergraduates to experience the inter-disciplinary research to understand the bioactivity of naturally occurring compounds and the relationship to human health. The goals of the course are to increase undergraduate students' interest in careers in agriculture, food science, nutrition, biochemistry, chemistry, medicine, toxicology, and related interdisciplinary fields, and increase their knowledge and understanding of the relationships between research findings and practical use of bioactive compounds.
ISDH EYWTBH
*Information from Kathryn Orvis
Presentations
2009 HASTI Conference
Literature in the Garden
Kathryn Orvis
Books will come alive for your students by cultivating the connection of gardening and outdoor classroom experiences with exciting children’s literature.
Creating Future Leaders Through Career Exploration Day
Neil Knobloch, Carl Broady, & Lauren Snyder
Middle school students need informal learning opportunities to explore careers with scientists. Find out how students can experience Career Exploration Day on Purdue’s campus.
Do Apple Genomics Motivate Students to Learn Science?
Ashley Mueller, Kathryn Orvis, & Neil Knobloch
Making science relevant is critical for Millennials. Result from a project that used food, computer animations, and hands-on activities to motivate students to will be shared.
$4 for Gas? Green Energy Activities for Inquiry in the Classroom
Natalie Carroll, Kathryn Orvis, Neil Knobloch, & Chad Martin
Make learning relevant with news headlines and hands-on activities focused on renewable energies. Activities that teach both science basics and inquiry will be demonstrated.
Dissertations and Theses
Robbie Ortega
Noah Shields
Megan Paul
Lauren Snyder
Ashley Mueller
