Students graduating from high schools, like the general public, usually have a narrow perspective of the engineering profession. This narrow perspective limits their understanding of the contributions engineers make to solving society's complex problems (English, Hudson, Dawes, 2011; Bowen, Prior, Lloyd, Thomas, & Newman-Ford, 2007; Knight & Cunningham, 2004). Often students believe that engineers only deal with the world of mathematics and science and are not concerned with topics commonly taught in the social sciences and humanities. The literature has numerous studies (e.g. Foutz, Navarro, Hill, Thompson, Miller & Riddleberger, 2011) which help students understand that engineers must engage content from multiple, often considered disparate, disciplines to solve societal problems. This understanding shapes how students identify engineering as a potential college major. Foutz et al. (2015) reports a study investigating if integrative learning modules could help recently graduated high school students understand that engineers needed to know more than math and science. This manuscript reports preliminary findings from a study investigating if an agricultural-based case study has a similar impact students' perceptions of the engineering profession.
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