AgriSTEM Expo connects nearly 600 students to the future of farming, technology – Troy University

AgriSTEM Expo Advances Sustainable Development Goals Through Youth Engagement

Executive Summary

The second annual AgriSTEM Expo, hosted by the Troy University chapter of Alabama Technology in Motion (ATIM), convened nearly 600 middle and high school students to explore the integration of Science, Technology, Engineering, and Mathematics (STEM) with agriculture. The event directly addressed several United Nations Sustainable Development Goals (SDGs) by showcasing innovative career paths and technologies essential for future food security, economic growth, and quality education.

Fostering SDG 4: Quality Education

The expo provided an inclusive and equitable quality education opportunity, promoting lifelong learning outside the traditional classroom. Its primary objective was to bridge the gap between students and the agricultural sector, ensuring the next generation is equipped with relevant skills.

• Experiential Learning: Students engaged in hands-on activities that made complex STEM concepts accessible and demonstrated their real-world applications in agriculture.
• Innovative Educational Tools: A new AI tool, M-2 from Swivel, was introduced to demonstrate how technology can enhance instructional practices and classroom engagement, directly supporting the modernization of educational methods.
• Inspiring Future Studies: Educators noted the event’s potential to inspire students’ science fair projects and future academic pursuits, encouraging a deeper engagement with STEM subjects.

Advancing SDG 2 (Zero Hunger) and SDG 9 (Industry, Innovation, and Infrastructure)

A core focus of the expo was to demonstrate how technological innovation is vital for ending hunger, achieving food security, and promoting sustainable agriculture (SDG 2) by building resilient infrastructure and fostering innovation within the agricultural industry (SDG 9).

1. Modern Agricultural Technologies: Interactive exhibits featured technologies critical to modern, sustainable farming.
   • Drone flights and simulators for precision agriculture.
   • 3D printing for creating custom parts and tools.
   • Geospatial informatics, including stereo imagery for 3-D mapping and analysis.
   • Robotics and excavator simulations for efficient farm management.
   • Micropipetting for DNA analysis and soil layering for environmental science.
2. Industry Modernization: The event highlighted the shift from traditional farming to a technology-driven industry, showcasing how STEM fields provide the necessary tools to understand and manage agricultural systems effectively.

Promoting SDG 8: Decent Work and Economic Growth

The AgriSTEM Expo served as a direct intervention to counter concerns of a declining agricultural workforce by promoting sustained, inclusive, and sustainable economic growth through the development of a skilled future labor force.

• Career Pathway Illumination: The event was designed to reveal diverse and high-demand career opportunities at the intersection of agriculture and STEM, addressing the concern that agriculture is perceived as a “dying profession.”
• Expanding Student Horizons: Student participants expressed that the expo was “overwhelming” in its presentation of previously unknown career options, demonstrating its success in broadening their understanding of potential jobs in STEM fields.
• Workforce Development: By connecting students with industry practices, the expo contributes to building a pipeline of qualified professionals essential for the long-term economic vitality of the agricultural sector.

Conclusion and Future Outlook

The significant growth of the AgriSTEM Expo, from 100 students in its inaugural year to nearly 600, with projections of 1,000 for the next event, underscores the high demand for educational initiatives that link STEM with critical global industries. The event successfully demonstrated that engaging youth in agricultural innovation is a powerful strategy for achieving key Sustainable Development Goals, ensuring a future where technology and agriculture converge to create a more sustainable and prosperous world.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article’s central theme is the AgriSTEM Expo, an educational event for middle and high school students. It focuses on providing quality learning experiences outside the traditional classroom, specifically in the fields of Science, Technology, Engineering, and Mathematics (STEM) as they apply to agriculture. The event aims to “help students see there are other avenues in agriculture that will require them to learn science, math and technology.”
2. SDG 2: Zero Hunger
   • The expo’s focus on agriculture directly connects to SDG 2. By encouraging students to pursue careers in agriculture and introducing them to modern, technology-driven farming practices (like drones and soil analysis), the initiative supports the future of food production. It addresses the concern that agriculture could become a “dying profession,” thereby securing the next generation of professionals needed to maintain and improve food systems.
3. SDG 8: Decent Work and Economic Growth
   • A primary goal of the expo is to address future workforce needs by showing students “the connection between STEM fields and agriculture and the growing career opportunities.” By exposing students to high-demand fields, the initiative aims to guide them toward viable, productive employment and decent jobs, contributing to sustained economic growth in the agricultural sector.
4. SDG 9: Industry, Innovation, and Infrastructure
   • The article heavily emphasizes the role of technology and innovation in modern agriculture. The expo featured exhibits on “3D printing, drone flights, … robotics,” and even an “AI tool.” This focus on integrating advanced technology into a traditional industry like agriculture directly aligns with the goal of fostering innovation and upgrading technological capabilities.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.4 (under SDG 4): By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • The AgriSTEM Expo is designed to equip students with knowledge and hands-on experience in technical fields like robotics, drone operation, and micropipetting. The event’s purpose is to make students aware of and prepared for “growing career opportunities,” directly contributing to the development of relevant vocational skills for future employment.
2. Target 2.4 (under SDG 2): By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production…
   • The technologies showcased at the expo, such as drones for monitoring crops, geospatial informatics for mapping, and robotics, are integral to creating more efficient, resilient, and sustainable agricultural practices. Educating future farmers and agricultural scientists about these tools is a foundational step toward implementing them widely.
3. Target 8.6 (under SDG 8): By 2020, substantially reduce the proportion of youth not in employment, education or training.
   • Although the target date has passed, the principle remains relevant. The expo directly addresses this goal by inspiring students and providing clear pathways from education to employment. As one student noted, “it’s really important for students to know about STEM and the different jobs you can do in those fields,” showing how the event helps reduce the gap between education and career training.
4. Target 9.5 (under SDG 9): Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries… encouraging innovation and substantially increasing the number of research and development workers…
   • The expo acts as a catalyst for this target by introducing young minds to advanced scientific tools and encouraging them to pursue careers in research and development within the agricultural sector. The hands-on demonstrations of AI, 3D imaging, and drone technology are practical examples of upgrading the technological capabilities of agriculture through education.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicator for Target 4.4: Number of student participants in technical and vocational education.
   • The article provides specific quantitative data that can be used as an indicator. It states that the event grew from “around 100 students” in its first year to “Nearly 600” in its second, with an expected attendance of “possibly 1,000” next year. This demonstrates a measurable increase in the number of young people participating in a vocational skills-building program.
2. Indicator for Target 9.5: Promotion of innovation and specific technologies.
   • The article implicitly provides an indicator by listing the specific technologies and innovative practices being promoted. The mention of “a honeybee hive, 3D printing, drone flights, soil layering, micropipetting, excavator simulations, thermodynamics displays, robotics,” and an “AI tool” serves as a qualitative measure of the effort to enhance technological capabilities in the agricultural sector through education.
3. Indicator for Target 8.6: Student awareness of career opportunities.
   • A qualitative indicator is implied through student testimony. Eighth-grader Molly Dignazio’s comment, “it’s almost overwhelming to see how many options there are that we didn’t know about before today,” suggests the expo is successfully increasing students’ awareness of career paths in STEM and agriculture, a key step in guiding youth toward employment.

4. Summary Table of SDGs, Targets, and Indicators

Source: today.troy.edu