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Kristin R. Campbell, Sandra B. Wilson, P. Christopher Wilson, and Zhenli He

teaching more students with fewer resources ( Guri-Rosenbilt, 1999 ). The results of a recent national survey found over 4.6 million students were enrolled in at least one online course during the Fall 2008 term, a 17% increase over the previous year

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Michael R. Evans, Richard Harkess, Jeff Kuehny, and Janet Cole

With reductions in resources available for teaching and the loss of faculty teaching positions over time, curricula in the plant agricultural sciences have been under significant pressure ( Robertson, 2006 ). In many cases, course offerings were

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Marihelen Kamp-Glass

Oral Session 29—Teaching Methods Moderator: Marihelen Kamp-Glass 21 July 2005, 8:00–9:45 a.m. Room 107

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Mary Hockenberry Meyer and Anna F.G. Barker

A bibliography of references on Native American agricultural traditions is proposed to integrate horticulture into classroom teaching with a multidisciplinary approach. Five teaching themes are given as examples of using the references to incorporate horticultural activities across diverse disciplines such as mathematics, history, language arts, economics, and social sciences.

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Mary Taylor Haque, Joseph P. Albano, William B. Miller, Ted Whitwell, and Kristy Thomason

Student Teaching and Research Initiative through Volunteer Employment (STRIVE) is an innovative new program developed collaboratively by faculty and students to offer students work experience opportunities in the Dept. of Horticulture while assisting with horticultural needs. The program promotes volunteerism and education while strengthening participating faculty, staff, and students in areas of research, teaching, or public service. STRIVE requires a voluntary commitment of 3 h/week in an area agreed on by participants and their supervisors. Participants are formally acknowledged by the department for their contributions after completing the semester-long program. Students participating thus far have assisted in teaching laboratories, program development, and greenhouse management.

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Ellen T. Paparozzi and David P. Lambe

Universities continue to cut budgets and reduce faculty. Such cuts occurred at the Univ. of Nebraska in 1986-87. To ensure that floral design courses would continue to be taught, despite reduction in teaching appointments, an industry-university teaching partnership was proposed. While the teaching relationship started out as a team approach, it successfully evolved into a-strong partnership that permitted growth on the part of the industry instructor, and movement into a strictly supervisory role for the faculty partner. Thus, the overall goal of keeping floral design courses as an integral part of the floriculture curriculum was met without using extensive amounts of faculty time.

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Coleman L. Etheredge, Tina M. Waliczek, and Pratheesh Omana Sudhakaran

teaching the course act as the benchmark to determine student success. Examples of objectives include learning production methods of crops within a greenhouse, media selection, irrigation options and design, pest identification and management, the use of

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Milton E. Tignor Jr. and Elizabeth M. Lamb

The Univ. of Florida has had off-campus degree programs for over a decade. In 1998, a new program in a major agricultural region of the state developed under unique circumstances. Community driven support, leadership from local politicians, and guidance from academic administrators resulted in the legislative funding of a new undergraduate teaching program in south Florida. The program offers upper-division courses leading to Bachelor of Science degrees in horticultural science and food and resource economics. Another unique aspect was the partnership formed with local universities necessary to offer the degrees. Locally, Indian River Community College provides lower-division courses and Florida Atlantic Univ. offers four upper-division courses to complete the course offerings for the degrees. Funding was allocated for eight new faculty members with 70% teaching appointments, four support staff, and a new $3.7 million teaching complex. In today's academic climate, having eight new faculty members at one time is a rare occurrence that allowed for creative growth on the part of the new teaching program. What was successful and unsuccessful concerning recruitment, advertising, purchasing, advising, collaborative efforts with local colleges, and administration will be discussed. In addition, demographics on the student body will be presented.

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J.J. Ferguson

The experience and resources of extension specialists can be used in academic teaching programs within a horticultural managers' seminar for advanced undergraduate students, drawing on production, marketing, sales, and distribution managers to discuss application of horticultural principles in work situations and other complex issues facing agricultural managers. Guest speakers present an overview of their background, work responsibilities, management philosophy, and management practices. Students interact with speakers in this informal seminar and complete written evaluations of speakers and topics for discussion in later classes. This horticultural managers' seminar exposes students to the medley of problems and opportunities facing agricultural managers, uses the resources of extension faculty in academic teaching programs, and reinforces ties between commodity departments and their respective industries.

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D.B. Williams

Student-built landscape construction projects at the University of Tennessee serve to give students practical experience, provide workable solutions to landscape needs on the University of Tennessee agricultural campus, and provide ideas to visitors on landscape construction. Success has been based on a growing population of students interested in construction, a teacher well experienced in construction, a list of more than 20 completed projects, the ability to attract funding over the usual teaching budget, and the ability to gain administrative approval of projects.