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Eileen C. Herring and Richard A. Criley

The Hawaiian Native Plant Propagation Web site was developed in partial fulfillment of the MS requirements for Eileen Herring from the Tropical Plant and Soil Sciences Department, College of Tropical Agriculture and Human Resources

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Mary Welch-Keesey, B. Rosie Lerner, Sharon Katz, Joan Crow, Becky Goetz, and Janie Nordstrom Griffiths

“Plant Propagation” is a CD-based course that covers seed propagation, divisions, layering, cuttings, and grafting. It is multimedia at its best—hundreds of photos, illustrations, and videos show close-up details of each propagation method and create a fresh and enjoyable way to test the viewer's knowledge. Although designed for the amateur gardener, it is detailed enough to be used as a supplemental text in college-level plant propagation courses. Additional features include: 1) an extensive Resources section that lists additional book and internet resources, scientific names of all the plants discussed in the course, and sources for tools; 2) an extensive Glossary, including audio of the correct pronunciation of 50 terms; 3) a Basics section that reviews the different types of plant propagation, plant biology, and horticultural concepts, such as potting media, lighting, and plant growth regulators; and 4) a short discussion of the use of tissue culture for plant propagation. “Plant Propagation” is available for $40 from Purdue Extension's online education store at It's also available by calling (888) EXT-INFO or e-mailing The product code is CD-HO-3.A free preview of the course is available online at If you have questions about the course content, please contact the authors directly: Mary Welch Keesey ( or (317) 630-3257 and B. Rosie Lerner ( or (765) 494-1311.

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Kristin E. Gibson, Alexa J. Lamm, Fallys Masambuka-Kanchewa, Paul R. Fisher, and Celina Gómez

to adoption based on a systematic needs assessment. Therefore, the objective of this study was to identify the needs of specialty crop growers and stakeholders interested in or currently using indoor farms for plant propagation to align research

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Sandra B. Wilson, Robert L. Geneve, and Fred T. Davies

and terms introduced in an online plant propagation course, 2) make this available universally as a resource for all instructors and students, and 3) evaluate students’ perceived content knowledge gain from using this teaching tool. Quiz questions were

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Qiansheng Li, Jianjun Chen, Russell D. Caldwell, and Min Deng

bedding and foliage plant production ( Evans and Stamps, 1996 ; Meerow, 1995 ; Stamps and Evans, 1997 ). However, limited information is available on using composted dairy manure as a sole substitute for peat in containerized plant propagation and

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Carlton C. Davidson, Jeff L. Sibley, and D. Joseph Eakes

Traditional propagation courses seldom allow extensive evaluation of the variables required for successful propagation. A series of experiments were designed to give an individual student practical experience in woody plant propagation. Softwood terminal cuttings were taken on five shrub or tree species, dividing each species into separate experiments comparing talc vs. liquid auxin formulations. Selections evaluated included luster leaf holly with treatments of 3000, 8000, and 16,000 ppm K-IBA; hetz holly, crape myrtle, and anise tree with treatments of 1000, 3000, and 8000 ppm K-IBA; and sugar maple with 8000 and 16,000 ppm K-IBA. Budding and seed propagation also were evaluated in sugar maple. In each species, except sugar maple, liquid quick-dip at the highest K-IBA concentration produced the best rooting. The student gained many educational benefits in basic experimental design, evaluation of data collected, and drawing conclusions to findings significant by industry standards. The student also learned and how production cycles have an impact on various methods, development stages of cutting material, and wounding techniques. The practical propagation experience gained was of primary importance thereby further preparing the student for employment in the industry.

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Hye-Ji Kim

Plant Propagation Concepts and Laboratory Exercises, Second Edition. Caula Beyl and Roberto Trigiano (Editors). CRC Press, Boca Raton, Florida, 498 pp. ISBN 978-1-4665-0387-8. Paperback, $108.00. For the last six years, I have been searching for a

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M.A.L. Smith and R.B. Rogers

The game-show format, used recurrently in an undergraduate-level, introductory plant propagation course, fostered a friendly, competitive incentive for students to master facts and concepts critical to understanding processes in plant physiology. Because student teams, rather than individuals, served as the contestants in each game, and because game points were never translated into grade points, participants and observers learned from and enjoyed the exercises without anxiety. Propagation-specific clues and questions were prepared for “Wheel of Fortune,” “Win, Lose, or Draw,” and other games. These were followed up at the end of each semester with several play-off rounds of a plant propagation variant of “Jeopardy!”, which served as an excellent means of course synthesis and review of key concepts. The format allowed for liberal use of humor as an effective pedagogical tool and resulted in the hands-on contributions of former students in construction of new game quizzes and puzzles for subsequent semesters.

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Richard Durham

Computer-aided instruction is becoming ever-more popular in higher education. The visual nature of horticultural instruction makes it particularly amenable to teaching with computer-based graphic and hypertext formats. The Texas Tech Horticulture Faculty is interested in developing multimedia materials for instruction. Thus far, attention has been directed mainly at courses in introductory horticulture and plant propagation. For the plant propagation course, one activity is the construction of a hypertext glossary in the area of asexual propagation. Topics included in the glossary include propagation by cutting, layering, budding, grafting, and micropropagation. Multiple-choice exams are also available in the module so that students can assess their understanding of the subject matter presented. The glossary is not meant to replace lecture attendance, rather students will be encouraged to access the material outside of class to supplement lecture material. The student is presented a narrative with hot-text links that when activated, pull up additional information with a combination of text and graphics. Alternatively, students can access the same information from a hierarchical topic menu. Plant propagation instructors may also benefit from the glossary's ready supply of visuals that can be down-loaded and used in a traditional classroom format.

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Albert (Bud) H. Markhart III

Large lectures continue to challenge teaching and learning. Our plant propagation course attracts a large number of non-majors seeking to fulfill their science requirement. Although the laboratory is quite successful in maintaining interest, the lecture is plagued by poor attendance and lack of commitment. To deal with these issues, I have incorporated an audience response system (as used in America's Funniest Home Videos) and a multiple-choice exam that uses a scratch-off answer system similar to the instant-win lottery tickets. The audience response system facilitates attendance, and both systems provide immediate feedback to questions. Student and faculty assessment will be presented. Technological and pedagogical challenges will be discussed.