Writing Across the Curriculum (WAC) programs are viewed as a plausible solution to poor student communication skills. These programs are further justified on the premise that writing fosters and reinforces learning in any discipline.
WAC programs integrate easily into horticulture. Traditional writing opportunities frequently utilized in horticulture include essays, papers, presentation critiques, lab reports, field trip summaries, business proposals, and cropping schedules. New opportunities might include microthemes and target audience writings.
WAC programs have their own share of pitfalls: increased grading time, reduced course content, ill-equipped faculty to teach language arts, and unrecognized objectives. Ultimately, the success or failure of a WAC program hinges on the commitment of faculty in the discipline who should have the best understanding of the language and style needed to communicate effectively in their field.
Evidence of professional competence is needed for those whose activities affect the well-being of the general public. Graduates of BS and MS programs in horticulture are not distinguishable from self styled individuals who assume the title of “Horticulturist” without earning it. Certification of horticultural graduates is the first step in gaining a recognition for the Horticultural Profession. ASHS has established a Certified Professional Horticultural Sub-Board of the American Registry of Certified Professionals in Agronomy, Crops and Soils (ARCPACS). Professional core requirements include courses horticultural crop management, pest management, soil science, plant physiology, botany, chemistry, and genetics. Supporting core courses include math, communication skills, and horticultural specialization courses. Applications from individual horticultural graduates will soon be accepted. Details of the curriculum, continuing education, ethics, and other eligibility requirements will be detailed.
The use of disease-free greenhouse-grown plug transplants for the establishment of field plantings of many vegetable crops in the arid west and southwestern regions of the United States has become a very important part of the agricultural system in these areas. The development of effective disease-control programs for use in the greenhouse involves a broad knowledge of production systems, water management, growing media, cultural techniques, etc., as well as knowledge of the discipline of plant pathology. The consultant in this field also must know the people and organizations with whom he is working. His goal is not simply the passing on of technical information, but also assisting in the incorporation of that information into the total growing program. Good communication skills and the development of an atmosphere of trust between all parties concerned are a vital part of the consultant's work.
Experiential learning is an integral component of successful career preparation for the horticulture industry. The limited-enrollment practicum course through Sparty's Flowers has been taught for 7 years, and accounts largely for the overall success of the retail floriculture program. Structure is built into the course by assigning weekly individual learning objectives and assignments. Students, in turn, develop their own action plans, upon which evaluation is based. Interactive group meetings replace formal lectures for more effective instructional delivery. Knowledge retention is enhanced as lessons are experienced, not only heard and read. Technical hands-on experiences of design, display, advertising, recordkeeping, sales, and merchandising sharpen abilities. Professional skills, such as time management, interpersonal communication, leadership, and creative problem solving are also developed and fostered by all members of the class. Practicum instruction, as an example of effective collaborative learning, allows a creative and realistic approach to teaching horticulture.
In a time of budgetary constraints, new strategies have to be developed if we are to continue to meet the demand for home horticulture information. This on-campus event was developed as one of those strategies. The goal of this event was to provide a train-the-trainer opportunity that would equip selected Master Gardeners to assume a larger role in the delivery of home horticulture information. Training needs were determined and included advanced training in insect and disease management, leadership, presentation skills, and computer skills. Educational materials were provided and “graduates” were given the charge of going back to their county groups and sharing what they had learned. Other goals of the event were to provide an opportunity to tour campus facilities, meet key university personnel, and provide recognition and motivation. Sixty-eight Master Gardeners attended this two-day pilot event in May. On-site evaluations were very positive with attendees ranking the educational sessions most beneficial of the activities provided. Year end reporting from the counties indicated that Master Gardeners conducted 82% more public programs in 2004, 49% more home visits and handled 18% more homeowner calls. Part of this substantial increase in program delivery can be contributed to the training these volunteers received at this event. Personal communication with county directors and Master Gardeners indicate that these volunteers are assuming more of a leadership role in the management of the county Master Gardener
(6%) ( Fig. 1 ). The personal skills-type responses were then coded into subcategories with work ethic, initiative, people skills, communication skills, and organization skills being mentioned most often and totaling 66% of the answers ( Fig. 2 ). Fig
In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.
The College of Agriculture, Food and Environmental Science at the Univ. of Wisconsin–River Falls was established in 1968 and has evolved into a successful program, placing more than 200 students on internships annually. Much of the program's success has been attributed to the commitment and active involvement of faculty. Each discipline within the College of Agriculture has one or more faculty designated to participate in the program. These faculty are referred to as the Faculty Coordinators. The Faculty Coordinators assist students in identifying work sites, collaborate with the student and employer to develop and approve learning objectives and a special internship project, read and evaluate student's on-going progress reports, make on-site visits with the interns and employers and evaluate the student's overall experience. The program is centrally administered through the Program Director, who reports to the Dean of the College. A Program Assistant provides clerical and office support for the Faculty Coordinators and Director. Six faculty members and the Director serve on the College's Internship Committee, which establishes and reviews the policies and procedures affecting the program. The program provides students with an opportunity to integrate classroom theory with practical experience, explore career opportunities, enhance and develop technical, interpersonal, and communication skills, and develop professional contacts.
Good written communication skills are essential for the success of our graduates. To promote good writing, students in Ornamental Plant Identification classes have been required to write mini-essays, one-page responses to real-world scenarios. Student's responses have been good and their writing has been very acceptable. The mini-essays were, however, just assignments to complete. In an attempt to get students truly involved and passionate about their writing, assignments were designed to illicit creative, fun responses. Students were asked to explain concepts to fourth graders. This brought responses that ranged from exercises where kids were to stick out their tongues to imitate humming birds, to a short play demonstrating the importance of plant nomenclature. Another assignment asked students to complete a story about the famous detective, Hortus paradoxa. Student responses were incredibly creative, and some of the best writing I have ever seen. In addition, students had fun. It seems clear that, if students know that it is OK to be creative, they will greatly exceed your expectations. Just be prepared to have lots of fun while learning. Samples of the assignments, responses, and what is next will be presented.
The Industry Liaison Committee of the American Society for Horticultural Science conducted a survey of the horticulture industry to systematically determine: 1) industry's perception of university training of recent graduates and 2) industry's perception of educational needs for future graduates. A Delphi survey was sent to experts in the fruit, ornamental, greenhouse, turf, and vegetable industry. The respondents expressed dissatisfaction with the level of competence of recent university graduates in personnel management and marketing. The lack of hands-on training in university courses was viewed as a major problem, but the respondents agreed that internships should provide university students with the necessary practical experience and universities should concentrate on the science of horticulture. The respondents indicated that business management and marketing expertise will be more important in the future than knowledge of production techniques; however, they would not be more likely to hire a business major instead of a horticulture major. The following areas of study were ranked for relative importance to be included in the university curriculum (from most important to least): communication skills, horticultural technology, business management, personnel management, plant nutrition and soil fertility, pest control, plant physiology, environmental awareness, plant physiology, plant pathology, accounting, and equipment use and maintenance. A second round of questioning for this Delphi survey is being conducted and results will be presented to verify preliminary results.