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To improve the communication skills of students studying horticulture, collaboration between the subject lecturers and an academic skills consultant has led to the inclusion of a writing portfolio into the curriculum of Plant Science and Physiology, a core science component of the Bachelor of Horticultural Science program. The rationale for the portfolio was that, through writing, students would engage more closely with a subject's content and would gain a better understanding of its concepts. The initiatives introduced into the portfolio include the development of nine writing portfolio tasks and model answers, an appropriate grading tool and the integration of the writing tasks into other assessment tools. The focus on writing simultaneously improved students' awareness of the standard and type of writing expected at university, allowed them to develop their written expression, and deepened their understanding of plant science.
-oriented proficiencies and have been defined to include interpersonal and intrapersonal communication, problem solving, critical thinking, teamwork, technology, and information literacy skills ( Candy et al., 1994 ; Guthrie, 1994 ; Harvey, 1993 ; Mayer, 1992 ). When
( Hurrell et al., 2012 ). For instance, Robles (2012) , ranked (from most important to least important): integrity, communication, courtesy, responsibility, interpersonal skills, professionalism, positive attitude, teamwork skills, flexibility, and work
( Waliczek et al., 2000 ). This study focused on one of those benefits, life skills, by measuring the effects of plant activities on the following five life skill areas: leadership, teamwork, self-understanding, decision-making skills, and communication
Diverse job markets coupled with increased competition have generated an increased demand for college graduates possessing transferrable proficiencies in critical thinking and communication skills. In addition, ever-increasing interconnected global
and knowledge as hard skills, whereas interpersonal skills, character traits, attitudes, behaviors, and people skills are soft skills. The list of some soft skills that employers are looking for include communication (writing and public speaking
-solving skills ( Brooks and Schramm, 2007 ; Eyler and Giles, 1999 ; Pinzon-Perez and Perez, 2005 ), communication skills ( Kalivas, 2008 ; Pinzon-Perez and Perez, 2005 ), group-work skills ( Brooks and Schramm, 2007 ; Pinzon-Perez and Perez, 2005 ), and
communication skills as the most motivating. When asked the same motivation question in relation to the study abroad experience, 40% listed visiting specific sites in country (e.g., botanic gardens, production facilities) as the most motivating factor. Thirteen
showing a dearth of skills in key areas, such as communication, and ability to engage and interact with others ( VanDerZanden and Reinhart, 2009 ). Horticulture involves not only science, but also aesthetics, public education, business practices, and
The goal of this study was to assess changes in the life skill development of elementary school students participating in a 1-year school garden program. The Life Skills Inventory included statements for six constructs of life skills including teamwork, self-understanding, leadership, decision making skills, communication skills, and volunteerism. The students were divided into two treatment groups, an experimental group that participated in the garden program and a control group that did not participate in the school garden program. Students in the control group had significantly higher overall life skills scores on the pretest compared to students participating in the garden program but the scores were no longer significantly different between the groups on the posttest scores at the end of the program. In addition, there were no significant differences in the control group's pretest scores compared to their posttest scores. However, the students in the experimental group did significantly increase their overall life skills scores by 1.5 points after participating in the garden program. Two internal life skill scales were positively influenced by the garden program; “working with groups” and “self understanding.”