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Elsa Sanchez and Richard Craig

Oral Session 6—Teaching Methods/Human Issues 1 27 July 2006, 4:00–5:45 p.m. Nottoway Moderator: Ann Marie VanDerZanden

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Elsa Sánchez and Richard Craig

systematics by becoming more proficient on a particular plant family. To effectively communicate, student instructors must have a thorough understanding of the concepts they are teaching, which is an important outcome of problem-based learning ( Duch, 1996

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Dennis R. Decoteau

The Teaching Portfolio is a factual description of a professor's strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a professor's teaching performance. The Teaching Portfolio is a living, breathing document that changes over time. Items in a Teaching Portfolio include a statement of teaching responsibilities, description of steps to improve teaching, instructional innovations, student and teaching evaluations, awards and honors, and a record of students who have succeeded. I will discuss the steps taken at Clemson University to use the Teaching Portfolio.

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Robert J. Joly and W.R. Woodson

The principles of plant physiology are best learned in an environment where students are directly engaged in the process of scientific inquiry. Working from this assumption, we have developed a two-stage approach to laboratory instruction that fosters student-directed research within an undergraduate plant physiology course. During the first 10 weeks of a 16-week semester, students develop competency in measuring physiological variables by using an array of standard analytical techniques. A core set of 10 laboratory experiments provides structured instruction and teaches the principles of modern physiological analyses. During week 11, students observe a demonstration of a plant response, where the underlying cause of the phenomenon is not evident. Working together in groups of three or four, students hypothesize on the physiological mechanisms that may be involved. After submitting a statement of hypothesis and a plan of study, each group then requests the necessary instrumentation, plant material and greenhouse and/or growth chamber space to conduct their experiments. Results of their experimentation are presented during week 15 in both written and oral formats. The approach appears to help students to integrate and connect learnings from earlier in the semester to solve a defined problem. Further, students learn how to judge the reliability of experimental results and to evaluate whether conclusions drawn are justified by the data.

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Gilberto Uribe and Luisa Santamaria

Hybrid teaching refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom ( Hino and Kahn, 2016 ). Incorporating online components can allow educators to reach a greater

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Charles L. Rohwer, Lynette Y. Wong, David C. Zlesak, and Jerry D. Cohen

Poster Session 27—Teaching Methods 29 July 2006, 12:00–12:45 p.m.

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Judith D. Caldwell and David W. Reed

Introductory horticulture courses are taught in almost every 4 year and 2 year horticulture program across the country, however, purpose, content and approach can vary widely among schools. Survey results will show how different schools use their introductory course (recruiting, foundation, service), class composition, topics most commonly included, textbooks used, standard teaching techniques and new or innovative techniques that have been especially effective.

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Baldev Lamba and Grace Chapman

intensified demands for greater involvement of design and horticulture schools in teaching and research related to sustainability. Degree and certificate programs focused on sustainability are beginning to emerge at a number of design and horticulture schools

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Štefan Kohek, Nikola Guid, Stanislav Tojnko, Tatjana Unuk, and Simon Kolmanič

adequate tree growth model for the EduAPPLE teaching tool, we searched for the most common features in apple tree growth to create a model general enough for our purposes. Vegetative growth is controlled by hormones such as gibberellins and auxins, which

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Ann Marie VanDerZanden

classification for thinking behaviors. Research suggests that reflective writing can be an effective teaching method in agriculture-related fields ( Boyd et al., 2006 ; Lindner et al., 2002 ; Moss et al., 2002 ). Reflective writing assignments can be used to