23 pages, School-based growing spaces support student engagement in science, technology, engineering, and mathematics (STEM) learning through authentic agricultural pursuits. We conducted a survey of Nebraska schools to characterize existing school-based growing spaces and to identify challenges limiting garden-based STEM learning. Our findings confirm the use of school-based growing spaces for kindergarten through 12th-grade STEM instruction, especially in the sciences. Opportunities for technology and engineering experiences are currently limited, and additional professional development support is needed to broaden garden-based STEM learning efforts. Our findings are relevant to current and future Extension efforts supporting school gardens, especially in rural agricultural communities.
4 pages, Educators use school gardens to incorporate science, technology, engineering, and math programming into their curricula. Extension agents are called on to assist with planning and long-term support of these gardens, often working with educators who have no horticultural experience. University of Georgia Extension's school garden team created a multitiered approach to serving these gardeners while ensuring efficient use of Extension agents' time and resources. This approach includes a beginning-steps publication, hands-on garden training, and school garden associations. The result is more sustainable school gardens with limited frustration on the parts of school gardeners and Extension agents.
