OUTCOMES OF CHANGING SUPERVISED AGRICULTURAL EXPERIENCE PROGRAMS

Experiential learning has been an integral component of secondary agricultural education since the beginning of the program. The Smith-Hughes Act of 1917 has been cited as landmark legislation which established vocational agriculture programs in public secondary schools in the United States. This legislation contained language which required that students have “directed or supervised practice in agriculture” in which skills learned in the classroom were to be applied in a real life situation. (Phipps, 1980: p. 594)

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