California Polytechnic State University's (Cal Poly) learn-by-doing philosophy permeates all areas of the environmental horticultural science curriculum by combining an emphasis on the science of horticulture in lecture sessions and the opportunity to engage in activities similar to those used by industry in the lab activities integral in all courses. The course, Disease and Pest Control Systems in Ornamental Plants (EHS 427), has taken this philosophy a step further by using problem-based learning and allowing students to function as pest control advisors and qualified applicators in the class. This approach has resulted in greatly increased student understanding of pest control, improved student morale, and increased interest in integrated pest management careers and research projects.
Robert P. Rice Jr.
F. Bailey Norwood
and terminal values Asking a big question such as “why we garden” requires us to develop conceptual models of human nature. This article uses a variety of studies from the fields of history, psychology, and philosophy. It does not attempt to identify
G.K. Panicker, G.A. Weesies, A.H. Al-Humadi, C. Sims, L.C. Huam, J. Harness, J. Bunch, and T.E. Collins
Even though research and education systems have transformed agriculture from a traditional to a high-technology sector, soil erosion still remains as a major universal problem to agricultural productivity. The Universal Soil Loss Equation (USLE) and its replacement, the Revised Universal Soil Loss Equation (RUSLE) are the most widely used of all soil erosion prediction models. Of the five factors in RUSLE, the cover and management (C) factor is the most important one from the standpoint of conservation planning because land use changes meant to reduce erosion are represented here. Even though the RUSLE is based on the USLE, this modern erosion prediction model is highly improved and updated. Alcorn State Univ. entered into a cooperative agreement with the NRCS of the USDA in 1988 to conduct C-factor research on vegetable and fruit crops. The main objective of this research is to collect plant growth and residue data that are used to populated databases needed to develop C-factors in RUSLE, and used in databases for other erosion prediction and natural resource models. The enormous data collected on leaf area index (LAI), canopy cover, lower and upper biomass, rate of residue decomposition, C:N ratio of samples of residues and destructive harvest and other gorwth parameters of canopy and rhizosphere made the project the largest data bank on horticultural crops. The philosophy and methodology of data collection will be presented.
Marlin N. Rogers
Michael E. Reinert and Dan T. Stearns
ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.
Tim Rhodus and James Hoskins
Capstone courses generally target undergraduate students who are nearing completion of their studies. They are designed to build on skills acquired in earlier courses and emphasize situations and challenges that exist in the real world. Specific learning goals and course objectives vary across disciplines and institutions, but most capstone courses provide an opportunity for students to demonstrate a range of professional competencies and communication skills. By incorporating computer simulations, case studies, or research projects, students are better able to develop critical-thinking and problem-solving skills, a learning goal frequently adopted following curriculum review. A brief overview of the development, current popularity, and widespread offering of university capstone courses is presented. The goals and organization of `Quality, Ethics, and the Global Environment,” the capstone course in the horticulture major at Ohio State Univ., is compared to other capstone courses.
R. M. Smock
Does the horticulturist have to train to be a generalist? Rightly or wrongly, the horticulture grad student is becoming more and more of a specialist. Ideally, he should have majors and minors in about 8 subjects like chemistry, physics, plant anatomy, soils, biochemistry, plant physiology, plant pathology and at least one branch of horticulture such as floriculture. This is, of course, humanly impossible. Then besides being a physiologist and a specialist in some branch of horticulture he should also be what H. B. Tukey, Sr. used to call a “plantsman.” This is again humanly impossible. So the student must compromise. In my youth we almost all minored in anatomy or morphology at Ohio State. This has fallen into disfavor so that now we find some grad students working with tissues they can’t even identify. I would also like to make a plug for the plantsman aspect of training. Can the grad student grow a flower or an apple tree? Tissue culture is great but can he or she give tender loving care to a plant in the great out of doors? Can the pomology major prune a peach tree? If the grad student can only converse about DNA or phenylalanine-ammonia-lyase, he may belong in plant physiology and not in horticulture.
D.D. Treadwell, D.E. McKinney, and N.G. Creamer
W. A. Frazier
William Alan Frazier (Tex), like his predecessor, Neil Stuart, was born in 1908 and received his graduate degrees from the University of Maryland in the 30‘s. He graduated with honors from Texas A & M in 1930 with a BS in Horticulture.
Norman F. Childers
Perhaps we should take more time to study student recruiting and teaching of horticulture with student enrollments so critically low over the country (Childers, 1986). Within a few years, if not already, this student deficiency will have an adverse effect on leadership and advancement of the horticultural industry over the United States and world.