Lee, Hannah Garrett2019-07-162019-07-162019-07-15vt_gsexam:20419http://hdl.handle.net/10919/91465Experiential learning theory stresses the importance of adequate preparation and reflection surrounding concrete experiences. This study explores the relationship between preparation and follow-up classroom experiences and the outcomes of environmental education (EE) field trips, including environmental literacy, 21st century skills, positive youth development, satisfaction, and self-reported behavior change. Surveys with both students and their school teachers who attended over 300 EE programs reveal that both pre-trip preparation, especially concerning logistics, and post-trip follow up, related to the subject matter of the field trip, were significantly related to more positive student outcomes. The authors recommend both schools and organizations take into consideration how they can work together to create more holistic learning experiences.ETDIn Copyrightenvironmental educationfield tripspre/post activitiespreparationfollow-upstudent outcomesThesis