While all learning and knowledge can be attributed to experiences, not all experiences are educative. Experiential learning is a highly utilized theory and pedagogical practice in agricultural education and has been since its inception as a discipline. The purpose of this research is to examine the theory of experiential learning as it applies to…

Farm to School is one experiential learning approach for educating children about agriculture, food, nutrition, and the environment. On a national level, Farm to School loosely began with the Department of Defense (DoD). On a state level, Georgia Organics is usually credited with formalizing Farm to School in Georgia, but tension exists because…

The 'home project' concept, now known as a Supervised Agricultural Experience (SAE), has been a cornerstone of School-Based Agricultural Education (SBAE) for 100+ years. This experiential element of SBAE provides students with authentic and relevant experiences to enhance the learning process. While agricultural educators throughout the U.S. agree…

Supervised agricultural experiences (SAE) have been a core tenet of school-based agricultural education. Despite this, limited evidence has existed regarding the best practices associated with facilitating quality student learning for SAEs at the middle school level. In response, we used self-regulated learning as a lens to examine this…

Supervised Agricultural Experience (SAE) has been a critical component of School-Based Agricultural Education (SBAE) for decades. Formally called the 'home project', Rufus Stimson developed the concept of SAE in the early 20th century. This work-based learning concept provides students with experiential instruction that strengthens their…

Experiential learning is widely used at the post-secondary level, but it requires intentional curricular planning, and proper facilitation from the instructor. The effects of experiential learning in agricultural education settings at the higher education level have not been tested extensively. Therefore, additional examination is needed to inform…

A foundational principle of experiential learning is to reflectively process the information learned from an experience. The purpose of this paper is to explore how Science With Practice, an undergraduate experiential learning program, used Do, Reflect, Apply to facilitate reflective practice in portfolios. DRA is an adaptation of the 4-H EL Model…

Although School based agricultural education (SBAE) teachers have a variety of responsibilities within a comprehensive program, supervised agricultural experience (SAE) programs are considered an intracurricular component. Unfortunately, the ability for teachers to plan for and facilitate SAEs has been reported as lacking. The purpose of this…

Canning and home demonstration clubs played an important role in improving agriculture and home life shortly after the turn of the 20th century. Organized in local communities, these clubs for young girls and their mothers provided the opportunity for females to engage in experiential learning through the growth and canning of vegetables. Club…

Inquiry-based and problem-based learning are teaching strategies that classrooms across the United States are utilizing. Many agricultural education programs have incorporated hands-on or experiential learning activities, not only to teach their students, but to allow students to develop different skills to be successful within the agricultural…

Founded on the principles of place-based education, land-based learning collaboratively engages learners and community members in a four-step process of identification, understanding, intervention, and evaluation to enhance the sustainability of community-based agricultural systems. While scholars have provided the philosophical foundation for…

Retaining quality SBAE teachers is key to the success and growth of the agricultural industry. Given the connection between SBAE teacher perceived competence and professional commitment (Palmer, 2020; Rada, 2023), it is vital to explore the perceptions of competence of teachers concerning their classroom. Using a Borich needs assessment model, the…

School based agricultural education (SBAE) teachers are required to have expertise in pedagogy and a complex array of agricultural content areas. This study integrated an experience with agricultural technical skills and pedagogical experimentation for preservice teachers in a teaching methods course. An integrated skills acquisition (ISA)…

Experiential learning is a foundational element to agriscience education. The purpose of this study was to examine the effects of reflection type and abstraction order on students' scientific reasoning skills when teaching experientially. Three major conclusions can be drawn from this study: (1) reflection type and abstraction order are…

The student teaching experience is often an important capstone experience of teacher preparatory programs. Student teaching is designed to provide college students who are preparing to be educators with experience in an actual classroom while supervised by a certified teacher. The purpose of this study was to determine preservice teachers'…