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Dennis R. Decoteau and T. Ross Wilkinson

Public scrutiny about faculty time commitment have brought professor accountability to the front page of the daily newspapers. Many faculty in agricultural colleges at Land Grant Universities have split appointments in either research, teaching or extension. Effectiveness has been traditionally demonstrated in research by listing of publications, grants, graduate students. and presentations; but these measures are not necessarily appropriate measures for teaching. The need to better document teaching is imperative and a simple listing of classes taught and number of student contact hours can no longer be sole measures of teaching effectiveness. The Teaching Portfolio is a factual description of a professor's strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a professor's teaching performance. The Teaching Portfolio is an important tool for all Land Grant faculty, regardless of their teaching responsibilities. As pan of a ESCOP/ACOP Leadership Program at Clemson University, we have been reevaluating how university faculty are evaluated. We will discuss our experiences in introducing and using the Teaching Portfolio as part of a new evaluation process.

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William C. Olien, Joe G. Harper, and Katherine Ashe

A Teaching Fruit-Garden Project was developed as a joint project between two classes in Horticulture and Agricultural Education to develop a teaching resource for college classes, area kindergarten to 12th grade (K–12) schools, and members of the community who were interested in fruit and edible landscaping. Our teaching goal was to develop a sense of involvement in course subject matter among students. The project was based on coordination of team activity, writing across the curriculum, and hands-on learning. Final product in the horticulture course was a proposal consistent with low maintenance; sustainable production principles, including choice of fruit species and cultivars; management plan; and a preliminary site plan. Final products in agriculture education were self-contained teaching modules for K–12 school teachers, including sample lesson plans, projects, and teaching materials. Students liked combining efforts between the two classes. They also liked the idea that their efforts contributed to an on-going service to the community.

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Kimberly A. Moore and Brian J. Pearson

preference for graduates possessing well-developed soft skills ( Crawford et al., 2011 ; Hart Research Associates, 2015 ; Ricker, 2014 ). The challenge is to add exercises and activities to current classes that develop both hard and soft skills. Teaching

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Mary Hockenberry Meyer and David Michener

for the community into the university ( Socolofsky and Burke, 2007 ); serve specific research, teaching, and experiential learning functions ( Lewis and Affolter, 1999 ); become a living classroom ( Scoggins, 2010 ); and increase recognition among

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Ann Marie VanDerZanden, David Sandrock, and David Kopsell

and make a recommendation to the homeowner, suggests that this is an effective method for teaching problem-solving skills in landscape horticulture. The organization of the case study and the number and quality of resources available to students were

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Matthew S. Lobdell

direct teaching/training activities comprising up to 50% of their time ( Meyer and Michener, 2013 ). Though some college advisors consider public garden internships beneficial and capable of providing a broad range of hands-on experiences, few college

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Mary H. Meyer, Rhoda Burrows, Karen Jeannette, Celeste Welty, and Aaron R. Boyson

teaching MGs ( Meyer and Hanchek, 1997 ). MGs are encouraged to use integrated pest management (IPM) in their own gardening practices and in their educational outreach work. IPM is “a long-standing, science-based, decision-making process that identifies and

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Christopher J. Currey, Ann Marie VanDerZanden, and Joshua J. Mitchell

:// > Waliczek, T.M. Zajicek, J.M. 2010 The benefits of integrating service teaching and learning techniques into an undergraduate horticulture curriculum HortTechnology 20 934 942 Wu, M

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C.B. McKenney, D.L. Auld, M.J. Cepica, and J.B. Storey

Interactive video conferencing provides a useful medium for distance education. Due to the highly visual nature of many horticulture courses, the multimedia techniques utilized in video conferencing provide a rich platform from which to conduct many aspects of these efforts. Video conferencing also requires an overall evaluation of which common teaching techniques work and what possible modifications may be necessary to accomplish the desired teaching goals. Some of the topics for consideration in utilizing interactive video conferencing include encouraging participation of remote students, overcoming the feeling of viewing television, identifying the desired level of involvement by the students with the technology, considering alternative methods to reach desired course objectives, coordinating evaluation and testing, implementing classroom management techniques, and adding high touch to the high tech medium. Texas Tech and Texas A&M Universities have utilized interactive video conferencing at both the undergraduate and graduate levels. Some of the successful techniques as well as identification of a few of the pitfalls will be discussed.

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Jayne M. Zajicek and Jennifer C. Bradley

Floral Design (HORT 203) is an increasingly popular course offered at Texas A&M Univ. HORT 203 is offered as a university core curriculum humanities elective and, thus, enrolls many nonhorticulture majors, averaging 95 students per semester. HORT 203 is taught in a large lecture room that does not always lend itself to teaching a hands-on, visual design course. To increase student understanding of the materials, traditional 35-mm slides and overhead transparencies are being replaced by visual computer technology. Colorful, scanned-in images of floral designs are created in Microsoft PowerPoint and incorporated into computer presentations and color transparencies that supplement each instructional presentation. In addition, the Internet is incorporated in the course by providing students with instructors' and lab assistants' e-mail addresses, individual lab section pages, slides for plant identification, reading assignments, as well as classroom lectures. The technologies used for HORT 203 enhance student understanding and ease of teaching while providing a visual alternative to traditional teaching methods. The technologies used for HORT 203 will be discussed and demonstrated including a tour of home-pages, lectures, and plant id lists.