Boise State research tackles STEM education in rural communities

Rural Idaho teachers want to bring real-world STEM learning to their students but struggle to access relevant resources. That's one key finding in new research led by Braelyn Shields, a graduate student in Boise State's Master of Environmental Management program. Working alongside Angela Crawford, assistant research professor of STEM education at University of Idaho, the research illuminates critical gaps and areas for new alignment between what STEM organizations offer and what educators actually need.

I-CREWS: contextualizing community resource needs

"Our goal was to understand the barriers between STEM organizations and rural schools, and we were really interested in how needs might differ based on local context," Shields said. "Idaho is characterized by very diverse ecological landscapes, and that can impact how people connect to a place."

The research, part of Idaho's Community-engaged Resilience for Energy-Water Systems (I-CREWS) initiative, surveyed STEM organizations and met with K-12 educators in focus groups across Idaho to understand why resources aren't reaching rural classrooms.

I-CREWS, a National Science Foundation Established Program to Stimulate Competitive Research, addresses complex energy-water systems in Idaho communities. For Shields, a Boise native, the project connected perfectly with her interest in place-based education.

From student to researcher - with a surprise reunion

Shields joined the research team in spring 2024 after participating in a professional development program with Jared Talley through the Student Involvement and Leadership Center. Talley, then an assistant professor in Environmental Studies in the School of Public Service, recognized Shields's potential and interest. So, he offered her a graduate assistantship, and she leaped at the opportunity.

"I'd come back to grad school to get that research experience in an environmental capacity, so I was really excited to get to work," Shields said.

The project brought about an unexpected reunion. Shields's graduate research position reconnected her with someone from her middle school days: Angela Crawford. Crawford was senior personnel on the I-CREWS STEM education project, but she also happened to be Shields's seventh-grade math teacher.

"We were in a meeting regarding the survey, and [Crawford] said, 'Oh my God! I was your teacher!' So, our team became really close, and it was such a fun project working alongside my former teacher," Shields said.

Three major barriers blocking rural STEM education

The research revealed a disconnect: STEM organizations believe they are meeting educator needs, but teachers identified three major obstacles preventing them from using available resources.

Lack of awareness tops the list. Though many organizations offer STEM resources, 67-77% of organizational respondents live outside of Idaho, so regional and community knowledge is second-hand and often misses locally specific realities necessary for place-based instruction. For example, many organizations overlooked mining as a significant economic driver in many rural communities.

Geographic accessibility creates additional challenges. Responding K-12 educators overwhelmingly said they were unfamiliar with many organizations and curricular resources. Professional development opportunities also vary considerably by region, creating gaps in access to resources.

Finally, educators identified time, support and capacity to adapt materials as a significant challenge. When organizations don't market resources well, teachers spend hours searching for relevant materials or designing their own from scratch. When existing resources lack local industry context, lessons want for the place-based relevance that grounds learning in reality.

Streamlining STEM education

The findings point to clear solutions. Educators want:

• A single directory of STEM organizations and resources, searchable by topic and region
• Better marketing and communication from STEM organizations
• Funding for liaison positions to coordinate resources and support
• Materials that reflect local and environmental context

Such changes could improve STEM education not just in Idaho, but nationwide.

Building bridges between communities and agencies

Shields will graduate with her Master of Environmental Management degree this summer. Her research is scheduled to appear in International Education Studies in April 2027. She's currently finishing her thesis on forest collaboratives' strategies and hopes to work for the United States Forest Service or Bureau of Land Management in a community liaison role.

"My time with I-CREWS has really made me appreciate the collaborative process of research. Hearing from others who think differently is one of the greatest things about learning," Shields said. "I would love to find myself helping communities and agencies support federal projects as well as local interests."

Her research demonstrates how Boise State students are addressing real-world challenges in Idaho communities - and how collaborations between universities, organizations and educators can create meaningful change.

This publication was made possible by the NSF Idaho EPSCoR Program and by the National Science Foundation under award number OIA-2242769.

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