Abstract
Within school-based agricultural education, supervised agricultural experience (SAE) programs remain an integral component of the total program. However, researchers have reported that SAE programs lack focus and direction. Furthermore, SAE programs lack a current definition of successful SAE programs. This study was conducted utilizing qualitative research methods to examine American FFA Degree Star Finalists definition of successful SAE programs. The data were analyzed using the constant comparative method and found seven components of successful SAE programs. Those components were: goal planning/ learning/career planning, utilization of program partners, income from SAE program, personal satisfaction, FFA participation, awards, and degree structure, hard work/personal growth, and complete records. The researchers concluded that learners should plan personal SAE goals, involve program partners in their SAE programs, be involved in the National FFA Organization, obtain monetary benefits, and complete accurate records. Therefore, practicing agriculture teachers should examine their current SAE instructional practices to ensure that SAE programs be based on the learners interest and provide support for a learner’s personal, academic, and career goals.
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