The world demands individuals with knowledge and skills in agriculture, food, and natural resources (AFNR) paired with proficiency in science, technology, engineering, and mathematics (STEM) concepts. Current models for STEM education call for interdisciplinary approaches in which learners address real-world challenges, indicating high potential for collaboration with researchers and practitioners in AFNR. The purpose of this study was to articulate the state of the 2010-2017 literature for STEM in AFNR education to inform future research, innovations in practice, and interdisciplinary collaborations. Using a systematic review approach and qualitative analysis techniques, 52 peer-reviewed STEM in AFNR education articles were analyzed for general characteristics, instructional approaches, STEM subjects, relationship between STEM subjects, relationship between STEM and AFNR, justifications, foci, and operationalization of STEM in research. Within each category, we identified themes that resulted in a summary of STEM in AFNR education in which future research and practice could align. Results indicated STEM in AFNR serves a range of populations, science and math are well represented, engineering is poorly represented, and mechanisms through which STEM learning occurs are often inadequately described. We recommend a collaborative and interdisciplinary future for STEM and AFNR education because both communities are pursuing common aims.

As the global population grows, concern for a food shortage may be looming. As

School-based agricultural education (SBAE) programs have become more diverse with the ever changing and growing agriculture industry. Agricultural education teachers are challenged with expanding their knowledge and competencies to effectively teach and design successful SBAE programs. Needs assessments aid in providing guidance for professional development to better equip teachers with adequate knowledge, experiences, resources and materials. To better understand how agricultural education teacher's needs have changed or remained the same, this synthesis provided insight into teacher needs assessments from 1983 to 2015. While some competencies revealed inconsistent results, several competencies produced overwhelmingly cohesive results. Findings indicated Computer Technology, Program Administration, Public Relations, FFA/Program Management, Managing Student Behavior, and Development and Supervision of SAE projects as consistent needs of agricultural education teachers. Less emphasis was needed in professional development in technical skills related to the AFNR career pathways. A variation of needs between experienced and beginning teachers has existed. Recommendations included addressing emerging needs in 21st century competence and working with special needs. To emphasize content focus, development of a consistent instrument to assist teacher educators and national organizations with designing professional development opportunities to meet the current needs of agricultural education teachers in all stages of their careers was recommended.

To assist students in developing positive scientific attitudes and improve student scientific literacy, learning environments should utilize inquiry-based instruction (IBI). In order to further develop the implementation of IBI in agricultural education settings, this research sought to describe the perceptions of National Agricultural Teacher Ambassador Academy participants' transitions to IBI. Utilizing focus groups, this research identified three themes concerning the implementation of IBI: the perceptions of time required to implementing IBI, perceptions of the transition from former teaching methods into IBI, and perceptions of the reactions from their school environment of participants' implementation of IBI. Though participants reported initial personal and student struggles when transitioning to IBI, they also perceived that once students understood the processes associated with IBI students reported learning more than with other teaching methods. The findings indicate that a variety of professional development opportunities and supports must be provided for agricultural teachers implementing IBI in their classrooms.

Demands placed on teachers and students continue to increase in order to develop the skills required of the 21 st century workforce. There continues to be a need to utilize curriculum and instruction to inspire students to engage in STEM majors and careers. Improving instructional methods and providing opportunities for students to question and problem solve, through the use of inquiry-based instruction (IBI) can increase scientific reasoning abilities. This instructional approach may assist in improving, not only the academic achievement of students, but it may encourage students to plan to attend college and develop potential career aspirations for agriculture and STEM. This research used the scientific reasoning scores from 663 students enrolled nationwide in school-based agricultural education programs (SBAE) to predict students' likelihood to indicate plans to pursue a career in agriculture, STEM or plan to attend college. The findings reveal scientific reasoning scores predict students' likelihood to indicate intention to pursue a STEM career and plan to pursue college. Implications from this research suggest SBAE instructors should continue their efforts to incorporate IBI into instruction in order to engage students to think critically and solve real world problems, while exposing students to the skills requisite for STEM major/career access.