The editorial of the April 2013 issue of The Agriculture Education Magazine started off with title, Agriculture: The Original STEM. Dr. Harry Boone reinforced the benefit of science, technology, engineering and mathematics (STEM) being taught within the agriscience classroom, as long as it was presented in the context of real world examples. In the two years since that publication we have seen more and more agriculture science teachers turn their focus to the integration and teaching of STEM principles. This is important as the demand for motivated high school graduates to enter postsecondary STEM fields is at its highest, but student interest and readiness has been declining (Rothwell, 2014). As an integral part of agricultural education, the FFA student leadership organization is an integral component in motivating students to learn a variety of skills at many different levels (Phipps & Osborne, 1988; Gruis, 2006). This leaves agricultural science programs with the opportunity to offer and positively motivate students to pursue STEM based education.
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