aware of new plant selections and cultivars in the industry, or other important species that may not be so new, that are not covered in the class curriculum. Additional activity objectives were to provide an alternative public speaking experience and an
activities, starting and maintaining a school garden, and providing take-home materials for students’ parents and guardians. EYWTBH curriculum was adapted from the Junior Master Gardener ® program developed by Texas A&M University ( Junior Master Gardener
Mahatma Gandhi said, “the best way to find yourself is to lose yourself in the service of others” ( Jorda and Catala, 2009 ). He illustrated what many instructors are pursuing when they incorporate service learning into their course curriculum. The
employers. However, responses from these three groups often vary greatly in regard to what the curriculum should cover, the expected learner outcomes, and the overall content of the undergraduate program ( Berle, 2007 ; Cole and Thompson, 2002 ; Kitto et
–Higher Learning Commission (2003) . It contains six categories: collective/shared understanding of assessment, mission and goals statements, faculty involvement, awareness of students, the assessment process–development and use of results, and proficiency in
workplace need, internal and external barriers exist that impede the development of these skills within academic institutions. Barriers include a lack of cultural knowledge and language skills and lack of available opportunities ( Briers et al., 2010
( DeMarco et al., 1999 ; Graham and Zidenberg-Cherr, 2005 ) and have integrated most school subjects into their garden-based curriculum. Additional uses of the school-based gardens have included social development, recreational use, therapeutic use, and
al. (p. 320) found that a horticultural therapy program based on B.F. Skinner’s behavior modification theory, coupled with a special education science curriculum designed for Korean children, resulted in a significant improvement in their social
difficult that the choice of appropriate plants is severely limited, site remediation must occur before landscape development can be successful. Only when armed with this information can appropriate plants be chosen, installed, and managed in a new landscape
, computers, software, and the Internet have profoundly expanded the multimedia resources available for academic course development and instruction. It is now possible to design, present, and analyze virtual case studies with a variety of components (script