2026 ASEE Annual Conference & Exposition

This paper presents a multi-tiered experiential learning framework integrating robotics, sustainable agriculture, and inclusive STEM education through summer internships, educator workshops, and student academies. The initiative, implemented at the __________, is part of a broader effort to develop a future-ready workforce in Biological and Agricultural Engineering, focusing on the intersection of automation, food systems sustainability, and technology-enhanced learning.
The program engaged undergraduate and graduate STEM interns, K–12 students, and educators through hands-on training using FarmBots, Tower Gardens, and Freight Farms representing three levels of emergent agricultural technologies for controlled environment agriculture (CEA). Student interns collaborated on applied research in indoor and urban agriculture, conducting experiments on crop growth in lunar regolith simulants, nutrient management, and automation using FarmBot Express and Tower Garden FLEX systems. The Summer Educator Workshop on Indoor Urban Sustainable Accessible Agriculture (IUSAA) introduced K–12 teachers and university faculty to robotics-based teaching modules and energy-smart urban farming practices. In parallel, the Agricultural Robotics Academy for high school students provided experiential exposure to programming, sensing, and automation, fostering early interest in agri-engineering careers. These activities collectively address three pillars: a) Research and Innovation – advancing sustainable crop production through robotics and resource-efficient systems; b) Education and Workforce Training – developing STEM literacy and practical engineering competencies through discovery-based learning; and c) Extension and Outreach – disseminating knowledge to educators, growers, and community members via workshops and demonstrations.
The evaluation and assessment plan incorporated both formative and summative measures using mixed methods: a) Pre-and post-assessments to quantify gains in technical knowledge, problem-solving, and self-efficacy; b) Reflection journals and focus groups to capture student engagement, teamwork, and inclusivity outcomes; and c) Educator surveys to measure confidence in integrating robotics and sustainable agriculture concepts into curricula. Preliminary data indicate measurable improvements in students’ understanding of automation, systems thinking, and sustainable design. Educators reported greater confidence in adopting technology-driven agriculture modules, and K–12 participants demonstrated enhanced motivation toward STEM careers. The use of FarmBots for precision planting and irrigation, Tower Gardens for vertical aeroponic cultivation, and Freight Farms for containerized hydroponics served as scalable educational platforms bridging theory with practice.
By combining experiential learning, applied research, and inclusive outreach, this program exemplifies a replicable model for cultivating innovation and diversity in the agricultural engineering workforce. The integration of robotics and smart agriculture not only prepares students to address pressing challenges in food security and sustainability but also aligns with national priorities for climate-smart and energy-efficient food system.