As organic agriculture continues to grow, pressure from students and the public to develop novel curricula to address specific needs of this sector of agriculture also will increase. More students from the cities and with limited background in production agriculture are enrolling in agricultural programs with special interest in organic production. This new student population is demanding new curricula based on a better understanding of agroecology principles and more experiential training. Several universities throughout the nation have engaged in a profound curriculum transformation to satisfy the emerging need of students in organic production. This workshop was organized to bring together experts that are working on different organic and sustainable agriculture curricula throughout the country to share their experiences and lessons learned. Most of these curricula include a traditional classroom teaching component, a major experiential component, a student farm for hands-on experience and internships, and in some cases a marketing—typically a community supported agriculture (CSA)—component. Others programs are more extension oriented, providing applied training to growers outside of the university teaching curriculum.
M. Ngouajio, K. Delate, E. Carey, A.N. Azarenko, J.J. Ferguson, and W.J. Sciarappa
R.N. Trigiano, B.H. Ownley, A.N. Trigiano, J. Coley, K.D. Gwinn, and J.K. Moulton
heat produced in a microwave or other source, and then pouring it as a “slab” or “horizontal” gel (parallel to the table surface). Agarose gels are easy to make and ideal for many teaching as well as research applications. Acrylamide gels, in contrast
Marlin N. Rogers
R.F. Polomski, D.W. Bradshaw, R.H. Head, and G.L. Reighard
Two interactive pruning televideoconferences were produced, each comprised of videotaped segments and in-studio pruning demonstrations. In the first televised conference, viewers received step-by-step instructions for pruning four small and tree fruits. Twelve woody ornamentals were pruned in the second conference. The “how-to-prune” segments were performed by Extension personnel and videotaped by University Electronic and Photographic Services. Each of the 2-hour conferences was broadcast live from a classroom television studio with a total of 30 in-studio participants and 178 county extension agents, Master Gardeners, and residents at downlink sites statewide. A toll-free number was available throughout the conference to encourage two-way communication. These televideoconferences culminated in the creation of a library of “how to prune” videotapes, which are available to county agents, Master Gardeners, or residents. Also, several of these segments were aired on C.U.E. Magazine, a monthly, half-hour Extension-sponsored cable television program, and on Making It Grow!, a bimonthly, hour-long Clemson Extension program that is broadcast on SC-Educational Television.
Susan Barton, Jules Bruck, and Chad Nelson
Exploration of Brazil.” The program was accepted and offered during winter session 2008 (2 Jan.–2 Feb.). The objectives of this article are to use student performance, student evaluations (n = 9), and faculty evaluations to analyze study abroad teaching
David R. Hershey
Ten women horticulturists who made important contributions to their science are briefly profiled, since virtually no horticulture textbooks mention notable women horticulturists.
Kent D. Kobayashi
The simulation programs Stella® (High Performance Systems) and Extend™ (Imagine That!) were used on Apple® Macintosh® computers in a graduate course on crop modeling to develop crop simulation models. Students developed models as part of their homework and laboratory assignments and their semester project Stella offered the advantage of building models using a relational diagram displaying state, rate, driving, and auxiliary variables. Arrows connecting the variables showed the relationships among the variables as information or material flows. Stella automatically kept track of differential equations and integration. No complicated programming was required of the students. Extend used the idea of blocks representing the different parts of a system. Lines connected the inputs and outputs to and from the different blocks. Extend was more flexible than Stella by giving the students the opportunity to do their own programming in a language similar to C. Also, with its dialog boxes, Extend more easily allowed the students to run multiple simulations answering “What if” questions. Both programs quickly enabled students to develop crop simulation models without the hindrance of extensive learning of a programming language or delving deeply into the mathematics of modeling.
William J. Lament Jr.
Clarence Johnson Jr.
Most horticultural students at Fort Valley State College (1890 land grant college) have little or no background in aspects of horticultural marketing. We offer a course in Marketing Technology to address this lack of background in horticultural marketing. In this course, students learn how to obtain a business license and a tax number. The significance of financial planning is stressed through practice. Students learn the strategies involved in merchandising and pricing, the proper display techniques, and the importance of advertising. Field-trips to local horticultural businesses allow for students to interact with professionals in horticulture. Students are required to do reports on each field-trip taken in the course.
Diane Relf and Catherine Clopton
As part of a horticultural therapy class assignment, groups of three to four students each spent 1.5 hours analyzing a Virginia Tech greenhouse while using various equipment to simulate disabilities that future clients may have. Their instructional goal was to analyze the greenhouse and area around for accessibility. The purpose of this assignment was to develop student insight into the handicapping impact that the environment and people can have on individuals with disabilities, student awareness of the need for and types of adaptations to facilitate horticulture for disabled individuals, and student empathy for future clientele. The results were the written comments from the students regarding the class. Their comments were most constructive and gave insight into the value of such an assignment for future use.