How often do Extension educators—those doing the planning, educating, and evaluating of Extension programming—pause to consider their role in the learning process? Joplin's (1981) model defining experiential learning should serve as a guide for educators planning Extension programs. Reflection is a key piece of the experiential learning process that is often ignored due to an overwhelming effort to have participants complete a program evaluation. By using the experiential learning model as a guide, Extension educators can be sure to incorporate this critical component into the program lesson.
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Torock, J. L. (2009). Experiential Learning and Cooperative Extension: Partners in Non-Formal Education for a Century and Beyond. The Journal of Extension, 47(6), Article 24. https://tigerprints.clemson.edu/joe/vol47/iss6/24