Publication Date


Advisor(s) - Committee Chair

Thomas Kingery (chair), Todd Willian, Paul Woolsey

Degree Program

Department of Agriculture and Food Science

Degree Type

Master of Science


Recent statistics tell us that the number of jobs in Science, Technology, Engineering and Mathematics (STEM) related fields are growing at a rapid rate, it is projected that STEM related careers will grow 17% between 2008 and 2018 (Langdon, n.d.). Within these areas lies agriculture. Given the shift of career opportunities, such as in the areas of research and development, a change has to be made in the way students are educated within agriculture. The ultimate goal of all educators is to better prepare students for their future careers and endeavors because these students are the future of our food and fiber production.

The purpose of this study is to determine agriculture teacher perceptions of STEM integration into their classroom curriculum. The survey will be a Delphi study consisting of three rounds. The researcher is interested in how STEM curriculum is being integrated, what area of STEM is perceived to be the most beneficial and what limitations may be encountered when trying to incorporate STEM.

Data was collected from Kentucky agriculture teachers located within central Kentucky. These teachers are employed at schools that are included in the Barren River, Lincoln Trail and Bluegrass regions of the FFA. There were ninety teachers asked to participate in the study, with eleven (N=11) choosing to participate in all three rounds. Question one “How do you incorporate S.T.E.M. into the agricultural education curriculum?” panelists agreed that they have students do research and build projects related to STEM. Question two “What topic(s) related to S.T.E.M. do you feel are the most beneficial to high school agricultural students?” responses indicated that math and science were thought to be the most important of all STEM areas. The final question “What limitations do you find most challenging when teaching S.T.E.M. in your classes?” was left with two potential responses of student prior knowledge of the topic and funding to purchase necessary resources.


Agricultural Education | Education | Science and Mathematics Education