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.
Jayne M. Zajicek and Jennifer C. Bradley
Ann Marie VanDerZanden and Michael Reinert
writing skills, teaching how poor communication skills will lead to poor results, better resumes and interviewing techniques, and a heavier focus on professionalism, people skills, and problem-solving skills. Additionally, participants suggested more
Peter M. Shaw
A low-cost interactive computer program was designed to assist in teaching landscape plant material classes or any other class that could benefit from the use of computer graphics. The program was written in HyperCard to be used on any Macintosh computer. To illustrate the morphology and to assist in learning the terminology required to identify plants, a dichotomous keying system incorporating computer graphics was developed to lead the student through an interactive lesson. In the process of keying out plants, the student encounters the terminology associated with the groups of plants during the lesson. The student is introduced to plant groups, the terminology, and the concept of the classification process in one interactive lesson.
Bring together a university landscape horticulture professor who believes in school gardens, a landscape design class, a landscape construction class, enthusiastic elementary school teachers and a willing principal, and you can create wonderful teaching gardens. The interactions among university students, elementary teachers, and students were a true learning experience for everyone. University students were involved in a true problem-solving project, being forced to look at problems and solutions through the eyes of elementary school children. Their expertise was valued as they were asked to explain horticulture to first and second graders. For some, this was the first time they really understood some of the concepts. Teachers and students were active participants throughout the process. Sharing thoughts and ideas was dynamic throughout the design and construction. Ways to initiate and maintain university–school partnerships will be presented.
Susan L. Hamilton
The University of Tennessee's undergraduate and graduate public horticulture concentrations are new programs designed to prepare individuals for careers in public horticulture that emphasize people and their education and enjoyment of plants. These new programs could not exist without the educational resources of the university's gardens. The gardens play a variety of roles in supporting faculty, undergraduate, and graduate students in these programs. The gardens serve as an outdoor laboratory and classroom and provide on-campus opportunities for the following teaching and learning activities: plant identification; plant photography; garden design; plant use; garden maintenance internships; special problem topics (e.g., production of annual variety trials, planting and labeling trials, writing garden literature, and creating interpretive displays); mapping and cataloging plants; and garden writing. Only through a university-based garden could opportunities to engage students in such meaningful learning experiences occur providing them with the competitive edge for entering the public horticulture field.
Elizabeth Duncan, Ann Marie VanDerZanden, Cynthia Haynes, and Levon Esters
an assessment plan to meet Accreditation Board for Engineering and Teaching Engineering Criteria 2000 Proc. Amer. Soc. Eng. Educ. Proc. (ASEE) Charlotte, NC Scales, K. Owen, C. Shiohare, S. Leonard, M. 1998 Preparing program accreditation review under
Caula A. Beyl, Cathy Sabota, and Gokul Ghale
In teaching a course in landscape plant materials, the landscape plants which exist on campus are an important and accessible resource. Management of location, health. and cultivar information is critical to optimizing this resource. As a classroom assignment, campus plant materials were inventoried, entered into FileMaker Pro 2.1, a database manager, characterized and assigned locations. The campus map was scanned using a Microtek ScanMaker IIXE and the image imported into MacDraw II. A symbol library, which included symbols for trees, shrubs, and groundcovers, was developed by scanning hand drawn images and then importing them into MacPain. These bit-mapped images could then be duplicated as often as necessary and placed in appropriate locations on the campus map in MacDraw II. In this way, students are exposed not only to landscape plant materials but also to database managers and computer graphics capabilities. This approach also has the advantage that database information can be easily coordinated with physical location. plant materials can be sorted based on their characteristics, and information can be routinely and easily revised and updated.
Computer-aided instruction is becoming ever-more popular in higher education. The visual nature of horticultural instruction makes it particularly amenable to teaching with computer-based graphic and hypertext formats. The Texas Tech Horticulture Faculty is interested in developing multimedia materials for instruction. Thus far, attention has been directed mainly at courses in introductory horticulture and plant propagation. For the plant propagation course, one activity is the construction of a hypertext glossary in the area of asexual propagation. Topics included in the glossary include propagation by cutting, layering, budding, grafting, and micropropagation. Multiple-choice exams are also available in the module so that students can assess their understanding of the subject matter presented. The glossary is not meant to replace lecture attendance, rather students will be encouraged to access the material outside of class to supplement lecture material. The student is presented a narrative with hot-text links that when activated, pull up additional information with a combination of text and graphics. Alternatively, students can access the same information from a hierarchical topic menu. Plant propagation instructors may also benefit from the glossary's ready supply of visuals that can be down-loaded and used in a traditional classroom format.
Cathy Sabota, Caula A. Beyl, and Gokul Ghale
The landscape plants that exist on the Alabama A&M University, Normal, campus are readily accessible for a plant identification and use course. Managing location, health, and cultivar information is critical to optimizing this resource. As a classroom assignment, campus plants were inventoried; entered into FileMaker Pro 2.1, a relational database manager; characterized; and assigned locations on campus. The campus map was scanned using a Microtek Scanmaker IIxe and the image was imported into MacDraw II. A symbol library, which included symbols for trees, shrubs, and groundcovers, was developed by scanning hand-drawn images and then importing them into MacPaint. These bit-mapped images were duplicated as often as necessary and placed in appropriate locations on the campus map in MacDraw II. Students were exposed to landscape plant materials, database managers, and computer graphics capabilities. This approach has other advantages: database information can be easily coordinated with physical location, plants can be sorted based on their characteristics, and information can be routinely and easily revised and updated. The database is used in the landscape plant materials class as a teaching tool and for self-guided tours.
Ellen T. Paparozzi, Neil Mattson, Mara Grossman, Stephanie Burnett, and Roberto Lopez
and graduate students discussing creative platforms and models for teaching, research, and extension. An update on the Alliance for Cooperative Course Exchange in the Plant Sciences (ACCEPts) was presented as a framework for multi