Search Results

You are looking at 1 - 2 of 2 items for

  • Author or Editor: Travis Park x
Clear All Modify Search

Most institutions that offer a degree in horticulture have established a set of learning outcomes for the major or are in the process of doing so. Because horticulture programs are being subsumed into larger entities, and because there is no process for providing consistency of expectations for horticulture majors, a group of horticulture administrators from across the United States initiated an effort to develop a common set of learning outcomes that would be appropriate for any four-year horticulture program. The intent was to identify learning outcomes that could be made more specific for an institution’s local conditions and capacities, or expanded to accommodate broader plant science-type majors. Five outcomes with specific goals were identified. An increasing level of higher-order thinking skills is associated with later learning outcomes. The outcomes are knowledge acquisition; knowledge integration; synthesis, creativity and problem-solving; communication; and demonstration of professionalism and proficiency. Adopting these learning outcomes can provide students with guidance in choice of major, faculty with a tool for curriculum development and program assessment, and employers with expectations for new horticulture graduates.

Full access

Experiential learning can be an important part of an undergraduate curriculum in the sciences. A new course, The Nature of Plants, was developed to provide students across a broad range of majors with an in-depth study of plant science both basic and applied. The course was enriched by using a local natural area as an informal learning environment. We examined whether experiential learning improved homework scores among students who participated in a field trip by asking if simply attending the field trip increased the homework score or if participation in the tree climbing exercise had any additional benefit. Our results show participating in a field trip experience when coupled with a homework assignment increased student homework scores. Moreover, the tree climbing portion of the field trip increased homework scores particularly for students not in a science major. This research supports experiential learning and the value of field trips within science courses focused on a comprehensive exploration of plants.

Full access