Neil Knobloch

Purdue University, Youth Development and Agricultural Education, Faculty Member

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Dr. Neil Knobloch is a Professor in the Department of Agricultural Sciences Education and Communication, Chair of the Purdue Agriculture PK-12 Engagement and Outreach Initiative, and Co-Director of the Mentoring @ Purdue Program. He is a Fellow of the American Association for Agricultural Education. He has been recognized nationally for his research, teaching and engagement to advance diversity, equity, and inclusion. His research focuses on motivating, engaging and retaining K-12, undergraduate and graduate students in the agricultural sciences to support and advance the STEM career pipeline. He has taught 21 different undergraduate and graduate courses such as research design for social scientists, Ag+STEM teaching methods, and interdisciplinary food security education.

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John Conway

Royal Agricultural College

E. Wayne Ross

University of British Columbia

Siddig Muneer

University of Khartoum

Michael Menchaca

University of Hawaii at Manoa

Anna Dipace

Università degli studi di Modena e Reggio Emilia

Christopher M. Layne

Nova Southeastern University

David Seamon

Kansas State University

Carina Bossu

The Open University

Peter Kahn

The University of Manchester

Dawn Bennett

Bond University

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Papers by Neil Knobloch

Development and Validation of an Instrument to Assess Youth Motivation to Participate in Career Development Events

Journal of Agricultural Education

Board 22: Enhancing Minority Middle School Student Knowledge, Literacy, and Motivation in STEM Using Culturally Relevant Contexts

2018 ASEE Annual Conference & Exposition Proceedings

An Analysis of Education-related Policies Regarding the Participation Potential of Homeschool Students in Agricultural Education and FFA

Journal of Agricultural Education

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

Journal of Agricultural Education

The purpose of this action research study was to develop a rubric that identified levels of integ... more The purpose of this action research study was to develop a rubric that identified levels of integrated science, technology, engineering, and mathematics (STEM) lessons through agriculture, food, and natural resources (AFNR) lessons that were developed and implemented in afterschool programs by preservice informal educators. The research study expanded on the knowledge base by identifying three levels and six features of integrated STEM through the context of AFNR. Using the rubric, we analyzed 10 mini-units, consisting of 27 lesson plans, of STEM integrated AFNR lesson plans that were developed by preservice informal educators. There were three major findings. First, teaching AFNR content and skills was the main focus of integrated STEM lesson plans. Second, the lesson plans attempted to use real-world problems to connect students' learning to use content knowledge and skills to solve the problem, yet failed to connect other disciplines. Finally, students who had previous teaching experiences in non-formal and informal settings achieved the highest scores, but students who were in formal teacher preparation programs had the lowest scores in terms of developing integrated STEM through AFNR lesson plans.

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Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation

International Journal of Technology and Design Education

Transforming the Curriculum for the 21st Century

The Agricultural Education Magazine, Nov 1, 2002

What Is a Qualified, Competent, and Caring Teacher?

The Agricultural Education Magazine, Sep 1, 2002

Motivating Students by Giving Them a Gap to Fill

The Agricultural Education Magazine, 2003

Novice teachers' perceptions of support, teacher preparation quality, and student teaching experience related to teacher efficacy

Journal of Vocational Education Research, 2002

Abstract This multiple regression study analyzed the percent of variance in teacher efficacy of 1... more

Assessing the Influence of Communication Technology to Improve Learning

The Agricultural Education Magazine, 2001

Reflections on Facilitation in Agricultural Education

The Agricultural Education Magazine, Sep 1, 2003

Teaching SAE in an Experiential Way

The Agricultural Education Magazine, 2002

The Latest Trend: Aligning with Standards

The Agricultural Education Magazine, Nov 1, 2002

Youth Motivation to Participate in Animal Science-Related Career Development Events

Journal of Extension, Apr 1, 2013

Motivating Students to Learn through Theory-Based Practice

The Agricultural Education Magazine, 2006

Documenting Student Impact through Action Research: A Study on the Impact of Teaching SAE in an Experiential Way

The Agricultural Education Magazine, May 1, 2004

Agricultural Awareness Activities and Their Integration into the Curriculum as Perceived by Elementary Teachers

Journal of Agricultural Education, 2000

The purpose of this study was to analyze the status of agricultural awareness efforts in elementa... more The purpose of this study was to analyze the status of agricultural awareness efforts in elementary grades (K through 6) in a selected seven county area in east central Iowa. The two objectives of this study were: (I) To identify elementary school teachers ' perceptions regarding the agricultural industry, the integration of agriculture into the elementary curriculum and the need for agricultural awareness; and (2) to identify selected agricultural activities being used in elementary school instruction. This study was conducted using a mailed questionnaire that measured teachers ' perceptions. Agriculturally related activities were identified to indicate the extent to which these activities were conducted in elementary classrooms. Demographic information was also collected. Elementary teachers had positive perceptions about the agricultural industry, the need for agricultural awareness, and the integration of agriculture into the elementary curriculum. Elementary teachers use numerous agricultural awareness activities in their instruction. Over 80 per cent of the elementary teachers in this study were using agricultural activities to enrich the curriculum. Most of these activities focused on the study of animals, plants, food, nutrition, environment, wildlife and insects. Fifty percent of the respondents reported teaching in an urban or metropolitan community. Teachers reported that agriculture can be taught as a part of nearly all subject areas. The results of this study support Fishbein & Azjen 's (1975) attitude theory that positive beliefs and attitudes lead to specific intentions and behaviors.

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Teacher Efficacy of Novice Teachers in Agricultural Education in Ohio at the End of the School Year

The purpose of the study was to describe teacher efficacy at the end of the school year in novice... more The purpose of the study was to describe teacher efficacy at the end of the school year in novice (first through third-year) teachers in agriculture in Ohio related to stage of development, summer activities, classroom variables, and their future plans in teaching. The study was survey research comprised of multiple one-shot case studies. Demographics were collected as part of a previous study, at the beginning of the school year. A mailed questionnaire generated a 74% response rate (N = 73). First, second, and third-year teachers were similarly efficacious at the end of the school year. Although stage of development is theoretically important , there was not enough variability in teacher efficacy across the three stages of development to find a significant relationship. Forty-two teacher characteristic variables were correlated with the summed efficacy score and six were found to have significance. Out of these six variables, only two-the teachers' agreement with the statement that their student teaching experience was excellent, and the number of class preparations for which the teacher is responsible-were found to have significant relationships to teaching efficacy. When the teacher characteristics and demographics were reviewed, it was found that novice teachers in agriculture were efficacious at the end of the school year. It was also found that teachers in the study who had mentors felt that their mentors were competent and supportive, that teachers had generally chosen teaching as a long-term career goal, felt that their job matched their personal and family needs, and felt confident about teaching in agriculture.

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Consumers’ Motivations and Dairy Production Beliefs Regarding Participation in an Educational Dairy Farm Event

Journal of Agricultural Education, 2015

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

Journal of Agricultural Education, 2014

Development and Validation of an Instrument to Assess Youth Motivation to Participate in Career Development Events

Journal of Agricultural Education

Board 22: Enhancing Minority Middle School Student Knowledge, Literacy, and Motivation in STEM Using Culturally Relevant Contexts

2018 ASEE Annual Conference & Exposition Proceedings

An Analysis of Education-related Policies Regarding the Participation Potential of Homeschool Students in Agricultural Education and FFA

Journal of Agricultural Education

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

Journal of Agricultural Education

Download

Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation

International Journal of Technology and Design Education

Transforming the Curriculum for the 21st Century

The Agricultural Education Magazine, Nov 1, 2002

What Is a Qualified, Competent, and Caring Teacher?

The Agricultural Education Magazine, Sep 1, 2002

Motivating Students by Giving Them a Gap to Fill

The Agricultural Education Magazine, 2003

Novice teachers' perceptions of support, teacher preparation quality, and student teaching experience related to teacher efficacy

Journal of Vocational Education Research, 2002

Abstract This multiple regression study analyzed the percent of variance in teacher efficacy of 1... more

Assessing the Influence of Communication Technology to Improve Learning

The Agricultural Education Magazine, 2001

Reflections on Facilitation in Agricultural Education

The Agricultural Education Magazine, Sep 1, 2003

Teaching SAE in an Experiential Way

The Agricultural Education Magazine, 2002

The Latest Trend: Aligning with Standards

The Agricultural Education Magazine, Nov 1, 2002

Youth Motivation to Participate in Animal Science-Related Career Development Events

Journal of Extension, Apr 1, 2013

Motivating Students to Learn through Theory-Based Practice

The Agricultural Education Magazine, 2006

Documenting Student Impact through Action Research: A Study on the Impact of Teaching SAE in an Experiential Way

The Agricultural Education Magazine, May 1, 2004

Agricultural Awareness Activities and Their Integration into the Curriculum as Perceived by Elementary Teachers

Journal of Agricultural Education, 2000

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Teacher Efficacy of Novice Teachers in Agricultural Education in Ohio at the End of the School Year

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Consumers’ Motivations and Dairy Production Beliefs Regarding Participation in an Educational Dairy Farm Event

Journal of Agricultural Education, 2015

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

Journal of Agricultural Education, 2014

Neil Knobloch

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