curriculum, determining student outcomes, and organizing courses around these outcomes. Therefore, an instructor of a new course, whether a graduate teaching assistant, a new assistant professor, or an experienced full professor, should converse with the
Mary Lewnes Albrecht
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
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
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.
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.
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
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.
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
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
Michael A. Arnold, Mary H. Meyer, Tim Rhodus and Susan S. Barton
An enhanced appreciation and need for peer review of teaching and extension scholarship has become apparent in recent years in higher education ( Bernstein et al., 2006 ; Fincher et al., 2000 ; Sachs and Parsell, 2013 ). Peer review of teaching