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Mary Hockenberry Meyer and David Michener

et al. (1993) concluded “even when affiliated with a university, few botanic gardens are well integrated with instructional programs.” With teaching, research, and public service at the core of academia’s mission, botanic gardens, even those with

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A.L. McFarland, T.M. Waliczek, and J.M. Zajicek

area of more than 5000 acres used for recreational and instructional purposes ( Texas State University, n.d. ). The main campus is situated on a hill that inhibits large expanses of green spaces. However, the San Marcos River flows next to the main

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Tina M. Waliczek, Kathryn M. Parsley, Paula S. Williamson, and Florence M. Oxley

who agreed to participate. Survey length was such that, on average, students spent 10–15 min completing each test. Sample and groups. There were three groups of participants. The control group ( n = 50) received no instruction between pre- and

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Catherine C. Lavis and Laura A. Brannon

, distributors, designers, consultants, contractors, and end users worldwide. The course, HORT 550: Landscape Irrigation Systems, was introduced in the Fall 1999 with experiential learning as the core of the instructional format. An overarching goal of this

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Anton E. Lawson

According to recent surveys 80% of the primary, 90% of intermediate grade teachers, and 50% of all teachers base their instruction upon a single textbook; almost all questions arise from information in the textbook and most center on terminology; the common pattern of science instruction is assign, recite, test, and discuss the test, all based upon the textbook. The result of such instruction is that students demonstrate poor science achievement (both in terms of discipline specific knowledge and in terms of an ability to think and act in a scientific way) and poor attitudes towards science. In contrast, a number of excellent science K-12 programs have been developed in this country during the past 10-20 years and when used properly, achievement and attitude gains are considerable. Regrettably our system of district level control makes implementation of these superior programs difficult.

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Perrin J. Carpenter and Mary Hockenberry Meyer

Master Gardeners (MGs) were paired with homeowners who volunteered their lawns for demonstration sites in Edina, Minn., as part of a yearlong community-wide campaign to teach low-input lawn care. Project objectives were to 1) promote locations where community members could see low-input lawn care, 2) provide individualized instruction to homeowners via MGs, and 3) explore the feasibility of home lawns as public demonstration sites. Surveys suggest that participants changed practices because of the individual instruction from MGs. Further recommendations are given for using private homes as demonstration sites.

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A.L. McFarland, T.M. Waliczek, and J.M. Zajicek

an additional outlying area of more than 5000 acres used for recreational and instructional purposes ( Texas State University, n.d. ). The main campus is situated on a hill that inhibits large expanses of green spaces. However, the spring-fed San

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Erica Pagliughi, Yulia A. Kuzovkina, and Robert M. Ricard

, a portfolio of living structures as DIY kits that included a dome, wigwam, tunnel, fence, and arbor has been developed ( Kuzovkina, 2008 ). Each kit includes live willow whips, step-by-step instructions on how to construct each form along with ties

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Eric Hanson

Instructional videotape produced by Bernadine Strik, Extension Horticulture Specialist, and Lynn Ketchum, Extension Media Specialist, Oregon State Univ., Corvallis, OR 97331.22 min. $30.00 (includes shipping).

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A.J. Lewis and J.M. Affolter

The State Botanical Garden of Georgia serves as an important academic resource for the University of Georgia by supporting interdisciplinary learning experiences in fields including botany, horticulture, environmental design, ecology, anthropology, geography, instructional technology, science education, entomology, forestry, and art. Field trips, independent study, internships, work-study and other botanical garden experiences strengthen and support the university's teaching, research and public service/outreach missions.