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Cynthia Haynes, Ann Marie VanDerZanden, and Jeffery K. Iles

sales from edible food crops ( National Agricultural Statistics Service, 2002 ). A survey of Iowa's ornamental horticulture industry has not been completed recently; therefore, this research project was designed to gather and analyze data from members of

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S. Christopher Marble, Stephen A. Prior, G. Brett Runion, H. Allen Torbert, Charles H. Gilliam, and Glenn B. Fain

negatively) from specialty crop industries such as ornamental horticulture. Carbon Sequestration Potential in Ornamental Horticulture Systems Ornamental horticulture is an industry that impacts the landscape of rural, suburban, and urban environments. The

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Richard F. Stinson

Abstract

Ornamental horticulture has been recognized as an important phase of agriculture by vocational agriculture educators only in the last few years. In 1965, Hoover, et al. (1), concluded from a study that 1 in every 7 persons employed in agriculture in Pennsylvania was working in ornamental horticulture. The actual number employed was estimated at 21,391 persons. The annual need for new employees was estimated as 800 full-time and 1200 part-time persons. Although similar studies have not been reported for other states, general observation of educational activity in the northeastern, southeastern and far-western states would lead to the conclusion that the need for people trained in ornamental horticulture is being recognized in these areas as well.

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A. A. De Hertogh

Abstract

At the University level, horticulture is one of the most dynamic fields in Agriculture. Undergraduate student enrollments, both for majors and nonmajors, have never been higher. The number of requests for graduate student assistantships are increasing. Extension personnel are under constant pressure from their clientele for more and more programs and information. The requirements for research have never been greater. In addition, with the democratic system which has been developed, scientists are spending more time on administrative matters than ever before. All of these points have their advantages and disadvantages but the time is past due for a detailed analysis of their impact on our programs by the individuals who are directly involved in carrying out the research, teaching, and extension functions. This is particularly true for those of us in the field of floriculture and ornamental horticulture.

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Cynthia Haynes, Ann Marie Van Der Zanden, and Jeffery Iles

In 2004, the greenhouse and nursery industry was ranked as the fourth largest crop group in the United States based on farm cash receipts (USDA, 2004). The ornamental crop sector was expected to post total sales in excess of 15.3 billion dollars in 2004 (USDA, 2004). Landscape services within the green industry have risen from 28.9 billion in 2002 to 41.6 billion in 2004 (ALCA, 2004). In Iowa, recent surveys of turfgrass and edible food crop production and services have shown a combined net worth of more than 1 billion dollars. However, these surveys failed to include nursery and garden centers, greenhouse growers, landscape designers/contractors, arborists, and florists. Therefore, the objective of this project was to better understand the scope and scale of the ornamental horticulture industry in Iowa. A questionnaire was developed and mailed to 1293 horticulture businesses in Iowa. The survey instrument was developed with input from members of the Iowa Nursery and Landscape Association Research Corporation. Before mailing, it was reviewed by survey professionals and piloted to a select group of green industry representatives and edited per their suggestions. Three weeks after mailing, a reminder postcard was sent. Respondents were sorted as to type and size of business, number of employees, and annual sales. The percentage of gross receipts was categorized by types of plants sold and services provided. Respondents also were asked about the factors that limit their success, their strengths compared to competitors, and their expectations for future growth.

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Mary Lewnes Albrecht

Pi Alpha Xi, founded in 1923, is the national honor society for floriculture, landscape horticulture and ornamental horticulture. Since its founding, it has grown to 36 chapters at baccalaureate-granting institutions. Its mission is to promote scholarship, fellowship, professional leadership, and the enrichment of human life through plants.

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P.E. Punzi, J. Nye, J.E. Swasey, and R.W. Thomas

This study was conducted to determine if there is a difference between the career advancement of alumni of ornamental horticulture associate (terminal) degree and nondegree programs. A survey of the alumni of three associate degree and three nondegree training programs was administered, using guidelines from career advancement validation research conducted at Alverno College, Milwaukee. Wis. (Ben-Ur and Rogers, 1994). Six programs were selected from North Carolina, Maine, Ohio, and southeastern Canada, including parts of Ontario and Quebec and all of New Brunswick and Nova Scotia. The programs were selected because of their perceived high reputations, as based on a survey sent to eight selected Longwood Gardens staff (Kennett Square, Pa.) and six professors in the Plant and Soils Science Department at the University of Delaware (Newark). Survey respondents were initially chosen based on their knowledge of the field of horticulture and of ornamental horticulture educational programs. The statistical analysis of the data did not support the presupposition that there would be a significant difference between the career advancement in favor of graduates from horticultural associate degree programs.

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Michael E. Compton

Fifty high schools were surveyed in northwestern Illinois, northeastern Iowa, southeastern Minnesota, and Wisconsin to determine the number of students interested in pursuing a horticulture degree at a 4-year university. Students were asked several questions pertaining to horticulture. About 45% of our surveys were returned. Of the 451 surveys received, about 47% of the high school freshman, sophomore, junior, and seniors indicated that they were interested in horticulture. About 41% of the students interested in horticulture wanted to work in landscaping, 20% greenhouse, 14% florist shop, and 7% in turfgrass management. About 70% of the students indicated that they wanted to own and operate their own horticultural business. Almost 53% of the students indicated that they would prefer an emphasis/minor in Agribusiness or Business Administration compared to plant and soil science (19%), biotechnology (14%), plant breeding and genetics (13%), or comprehensive horticulture (1%) in combination with their horticulture degree. The above information was used by our School of Agriculture and Depts. of Biology and Business and Accounting to develop a major in Ornamental Horticulture.

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Matthew S. Wilson, Chad T. Miller, and Nicholas R. Bloedow

Virtual plant walk maps were developed for an ornamental plant identification (ID) course, with the goal of providing an additional study resource to potentially enhance student learning. The maps provided students an opportunity to revisit plants covered in lecture and laboratory sections at their own convenience, using either a computer or mobile device. Each map plotted the locations of the plants from the corresponding list and provided photographs of specimens, plant family, common and scientific names, and plant type information. At the end of the course, a survey was given to collect information about student use and perceptions of the virtual plant walk maps for two fall semesters (n = 87). Survey results indicated 63% of the students used the virtual plant walk maps as a study resource. Students who used the maps reported accessing the maps an average of 3.2 times between receiving the maps and taking the plant ID quiz in laboratory. Students mainly used the maps to study the most current plant list and accessed previous plant list maps to a lesser extent. About 67% of students who used the virtual maps, used the maps to visually review the plants online only, although 31% of students used the maps for both visual review and to physically retrace the plant walk to view the live specimens. Of the students who did not use the maps, most found other study resources/methods more useful or they forgot about the maps as a resource. When asked to rate usefulness of the maps on a scale from slightly useful (1) to very useful (3), 43% of students indicated that the virtual maps study tool was very useful, 25% indicated the maps were useful, and 8% indicated that the maps were slightly useful. A significant dependence between student use frequency and student usefulness ratings of virtual plant walk maps was observed. As students’ use of the virtual maps increased, they perceived the maps to be more useful to their studies in preparing for ID quizzes. No differences between plant ID quiz scores were associated with virtual plant walk map use, learning style, or use by learning style. Our survey indicated that students used the virtual plant walk maps as a resource and perceived the maps as a useful tool in preparation for ID quizzes.