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- Author or Editor: Mary Haque x
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In The Seven Habits of Highly Effective People, Stephen Covey presents a convincing appeal to replace what he calls the “Personality Ethic” with focus on the “Character Ethic” as a foundation of success. Rutger's professor Donald McCabe's 1991 survey reporting that 67% of 6000 college students responding to a survey say they have cheated at least once verifies the need to address basic foundations of character, including honesty and integrity in the college classroom. The question is no longer “Do we need character education?” but rather “How can we implement a process that inspires people to action?” A process involving students in the development of both personal and class codes of ethics has been well received in a sophomore-level landscape appreciation course. Incorporating such codes into all classes would be a logical response to McCabe's study, which revealed that dishonesty is less prevalent at schools with explicit honor codes. Encouraging students to write ethics statements that address high standards of behavior and concern for a greater society and world is a first step toward developing concerned professionals who will serve the public with integrity and understanding after they leave the classroom.
Increased interest in nature over the past three decades has generated a need for better educational programming in public botanical gardens. The purpose of this study was to develop stronger educational programming for public botanical gardens. Garden programs which have been most successful are those which incorporate interaction and the multi-media. Eight different programs, which conveyed the same information, were developed to test the impact of drawing on learning. The 240 volunteers observed six native plant either in the field or as slides in the classroom. A 3×4 Factorial Manova was used to evaluate if drawing had any effect on learning. It was concluded that drawing alone improves learning by 12.37%,
The Clemson University Communication Across The Curriculum program is coordinating a creative response for learning (CRL) project to provide students with creative learning and critical thinking opportunities relevant to course content while creating a learning community. Faculty representing numerous disciplines asked their students to respond with creative projects (e.g., drawings, poems, posters, multimedia, sculpture, music, etc.) to the subject matter of the course. Students in Horticulture courses responded by writing poems in a Landscape Appreciation class, designing creative solutions to environmental problems in a Landscape Design Class, and installing an Ethnobotany Garden in a landscape implementation class. The landscape design and implementation classes used a service learning methodology to identify and solve problems in local communities. Following a four-part process of preparation, action, reflection, and celebration, students in the design class completed plans for thirteen theme gardens constituting a Children's garden in the South Carolina Botanical Garden. The following semester, landscape implementation students built the first of the series, an Ethnobotany Garden, using teamwork and university/community partnerships. They also practiced individual creative thinking and building skills through the design and installation of creative projects including a bat house, a stained glass and a broken tile birdhouse, four container gardens, artistic stepping-stones, and a dramatic metal sculpture of a butterfly representing the sustainable wildlife habitat aspect of the Children's garden. College students and faculty working on the Ethnobotany Garden project alone contributed over 1,000 hours to their community while learning more about both the art and the science of landscape design and implementation.
During the fall semester of 2003, a Clemson University introductory landscape design class collaborated with South Carolina Botanical Gardens staff and coordinators of Sprouting Wings, an after school gardening program for at risk children, to design an exploratory Children's Garden within the Botanical Gardens. Project methodology included site selection, research, site analysis, conceptual diagrams, preliminary designs, and full color renderings of final designs. Students periodically presented their progress on the project to the clients in order to receive feedback and advice. One of the thirteen themed gardens designed is the Wonders of Water Garden. Project goals were to create a center for environmental education addressing current issues in water quality such as pollution from industries and runoff, erosion, stream degradation, and sedimentation resulting from land clearing and development. Visitors will be able to observe and learn about various environmental factors affecting native plant and animal life. The garden will help to teach environmental stewardship and understanding of general aquatic ecology. An observation deck, serpentine bridge through a bog garden, and a bridge crossing a waterfall stream will allow close observation of native aquatic plant and animal life. The Wonders of Water Garden design includes the bog garden and carnivorous garden that border two pools connected by a stream of small waterfalls which may be used to create awareness of current water quality issues and serve as a model to teach visitors the importance of water and aquatic plants in the environment.
Increased interest in nature over the past three decades has generated a need for better educational programming in public botanical gardens. The purpose of this study was to develop stronger educational programming for public botanical gardens. Garden programs which have been most successful are those which incorporate interaction and the multi-media. Eight different programs, which conveyed the same information, were developed to test the impact of drawing on learning. The 240 volunteers observed six native plant either in the field or as slides in the classroom. A 3×4 Factorial Manova was used to evaluate if drawing had any effect on learning. It was concluded that drawing alone improves learning by 12.37%,
The concept of designing and implementing sustainable landscapes for low-income communities grew from collaboration between several community partners and Clemson Univ. It was our desire to research, plan, design, and implement sustainable landscapes for Habitat for Humanity homes. The primary goal of designing for these low-income homes was to design for sustainability. We wanted our plans to promote energy efficiency, water conservation, and low maintenance costs. These implemented principals would help the homeowner drastically cut living costs. The design and implementation of wildlife habitats was also encouraged to promote knowledge and research on environmental issues. In the beginning of our design phase we interviewed our client about her user needs/desires and later presented her with the design. This began the exhibition and education phase of the project. By exhibiting the project we hoped to education the homeowner about the sustainability issues that are pertinent to her case. Our biggest educational outreach program took place during homecoming at Clemson Univ. Partnering with other student organizations and using donated plant material from a local nursery, we constructed gardens and “planted” trees around a Habitat for Humanity house that is built each year during homecoming and later moved by trailer to its final site. We also displayed our designs inside the house and created pamphlets and brochures for visitors to pick up detailing such topics as Butterfly Gardening. Spurred on by the success of this project a web page detailing our community and organizational involvement was created. Our projects have been covered in many newspaper articles, cable TV, and in a video on service learning being produced for national distribution. As a student it has given me and my other student colleagues an opportunity to engage in and acquire valuable hands-on experience in horticulture and environmental education/stewardship all the while providing a much needed public outreach service that assists and partners with community members in order to enhance their personal home environments.
The Wiley-Boone Aviary is a collection of domestic/exotic birds established at the Morgan Poultry Center at Clemson University in the mid-1970s. The area receives 3000 visitors per year, mostly school children. To make the site more aesthetically pleasing and conducive to educational programs, a new design was necessary. The Aviary was selected for redesign as an independent project in Fall 1995. Objectives of the design were: 1) creating an area conducive to housing, attracting, and viewing birds; 2) educating visitors through interactive display areas; 3) creating a bird garden that will attract and educate the public while providing natural food sources, cover, and nesting sites. Plants such as Pyracantha coccinea, Amelanchier arborea, and Juniperus virginiana provide winter berries production and protection from predators. Final plans feature: 1) individual aviary structures for exotic, game, and domestic birds; 2) open habitats for mallards and song birds; and 3) an amphitheater for educational purposes. Project steps include research, site analysis, preliminary design, and final master plan. As part of fund-raising activities, the master plan was displayed at the spring festival of the South Carolina Botanical Garden. This, combined with publications, will stimulate community awareness and participation as we approach the implementation phase of the project in Spring 1997.
Two xeriscape gardens have been designed for the purpose of educating the public about the importance of water conservation through xeriscaping. One was designed and implemented for a temporary exhibit at the South Carolina State Fair in October of 1991. The exhibit was cosponsored by the Clemson University Extension Service and Master Gardener programs.
The second garden has been designed for the Clemson University Botanical Garden. This will be a permanant addition to the botanical garden soley for display purposes. It is designed to be a model for students, professors, and the general public to observe and study principles associated with water conservation in the landscape.
The City of Clemson, South Carolina recently received funding from America the Beautiful to develop a community/government/educational partnership. The purpose of this project was to promote tree planting initiatives and awareness for future generations as well as to enhance our city and its roadsides. The project involved completing a tree inventory and landscape design for Highway 123, a major highway into Clemson. Presentations were made to city officials and approvals obtained by the highway department before implementation took place. Over 100 trees were planted and an educational pamphlet was published to illustrate the streetscape project and to serve as a guide for city officials. My presentation outlines the goals, methodology and results of this project.
The Wiley–Boone Aviary is a collection of domestic/exotic birds established at the Morgan Poulty Center at Clemson Univ. in the mid-1970s. The area receives 3000 visitors per year, mostly school children. To make the site more aesthectically pleasing and conducive to educational programs, a new design was necessary. The Aviary was selected for redesign as an independent project in Fall 1995. Objectives of the design were: 1) creating an area conducive to housing, attracting, and viewing birds; 2) educating visitors through interactive display areas; 3) creating a bird garden that will attract and educate the public while providing natural food sources, cover, and nesting sites. Plants such as Pyracantha coccinea, Amelanchier arborea, and Juniperus virginiana provide winter berries and protection from predators. Final plans feature: 1) individual aviary structures for exotic, game, and domestic birds; 2) open habitats for mallards and song birds; and 3) an amphitheater for educational purposes. Project steps included research, site analysis, preliminary design, and final master plan. As part of fund-raising activities, the master plan was displayed at the spring festival of the South Carolina Botanical Garden. This, combined with publications, will stimulate community awareness and participation as we approach the implementation phase of the project.