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Suman Singha and Harry O. Kunkel

Changes in the environment, in technology, and in societal needs will result in a change in the expectations from our graduates. Meeting these expectations will require a systemic change in undergraduate education in horticulture. While we do an excellent job in training students, we are not as effective in educating them. Our students must develop critical thinking skills and become adept at solving problems utilizing a multidisciplinary integrated approach rather than in a reductive manner. Achieving these skills is essential if our graduates are to be successful in the rapidly changing job market. Implementing curricular change requires faculty ownership as well as administrative support and an appropriate rewards and recognition system. These and other principles from the USDA-funded project on Theoretical Bases for Systemic Change in Higher Education in Agriculture will be discussed.

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Michael R. Evans, Todd J. Cavins, Jeff S. Kuehny, Richard L. Harkess, and Greer R. Lane

Economics and logistics have greatly reduced or eliminated the ability of horticulture instructors to use field trips or on-site visits as educational tools. This is especially problematic in the field of greenhouse management and controlled environment agriculture, since the facilities and technologies used are essential to the discipline. To address this problem, we developed 15 DVD-based virtual field trips (VFT's) that instructors may use to demonstrate to students the most up-to-date facilities, technologies, and management strategies used in greenhouse management (ornamental and food crops) and controlled environment agriculture (GCEA). Each VFT included a preface with background information about the company, a tour organized by subject chapters, self-examination, and a teacher's guide with additional information and case studies. Each land-grant institution with an instructional program in greenhouse management of controlled-environment agriculture will be provided a free copy of each VFT, which will benefit all instructors of GCEA in the United States.

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Taryn L. Bauerle and Travis D. Park

experiences is then transformed through observation and reflection to give rise to generalizations about phenomena, as well as to develop abstract conceptualizations about future events or experiences. New shifts in undergraduate education favor implementation

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C.B. McKenney, R.E. Durham, and E.B. Peffley

39 ORAL SESSION 6 (Abstr. 432-437) Undergraduate Education

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Harrison Hughes

39 ORAL SESSION 6 (Abstr. 432-437) Undergraduate Education

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Ann Marie VanDerZanden

39 ORAL SESSION 6 (Abstr. 432-437) Undergraduate Education

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Kim Williams, Ellen T. Paparozzi, and Jerry Maranville

39 ORAL SESSION 6 (Abstr. 432-437) Undergraduate Education

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Milton E. Tignor Jr. and Elizabeth M. Lamb

39 ORAL SESSION 6 (Abstr. 432-437) Undergraduate Education

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George E. Fitzpatrick and Kimberly A. Klock-Moore

39 ORAL SESSION 6 (Abstr. 432-437) Undergraduate Education

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J. Benton Storey

116 ORAL SESSION 29 (Abstr. 580–588) Undergraduate Education