We thank John Gartrell and George Jarvis for providing constructive comments on this manuscript and Cynthia Nazario, Peter Toves, and Justin Meyer for their help in designing the Professional Development Seminar Series.
Hector Eduardo Pérez and Kent D. Kobayashi
Brian J. Pearson, Kimberly Moore, and James Barrett
; Irani et al., 2006 ; Wingenbach et al., 2006 ). Moreover, given high costs often associated with international learning and professional development opportunities, students may lack financial resources necessary to engage in available programs ( Irani
S.M. Skelly, T.C. Kohlleppel, M.E. Kane, and J.C. Bradley
In Spring 1999, the Environmental Horticulture Graduate Student Association (EHGSA) at the Univ. of Florida was given the opportunity to develop a professional development course, for credit, for graduate students. Members of the EHGSA determined that there was a need for seminars on topics such as curriculum vitae development, interview techniques, effective presentations, successful teaching, and many more topics pertinent to the graduate student as a future professional both inside and outside of academia. As a group, the EHGSA determined the seminar topics, found speakers to present the information and organized the course for the Fall 1999 semester. The rationale for creating this course, its development, topic selection, and student reviews will be presented.
Kent D. Kobayashi
How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.
S. Christopher Marble, Amy Fulcher, and John Toman
professional development extension program designed to enhance the sustainability of the Tennessee nursery crops industry and position them for long-term national and international competition. The TMNP was first offered as a traditional extension program
This presentation will summarize research on the characteristics and needs of junior faculty in North America. Following this will be a description of practices that various institutions, department chairs, and new faculty themselves are using to assist new faculty. The general perspective is that this is a critical time in the careers of faculty members, one that will have a major influence on their research and teaching activities for a long period of time.
Matthew S. Lobdell
A long-term evaluation of The Morton Arboretum’s Public Horticulture Internship Program was conducted. Of the 33 alumni of the internship between 2003 and 2019, 22 were contacted and asked to complete a survey and semistructured interview. Fourteen responded, representing interns who completed the program since 2003 though skewed somewhat toward more recent graduates. Results portrayed a well-received program that was generally effective in its goals. Forty-six percent of respondents were currently working in public gardens, including several in high-level administrative and leadership positions. Some that were not currently in the field pursued employment at public gardens, but were unsuccessful due to residing too far from a public garden, lack of available positions, failure to meet credential requirements of entry-level positions, or inability to earn a starting salary meeting their expectations. Others pursued adjacent green industry careers including environmental journalism or consulting. All respondents commented that the program provided effective exposure to public horticulture and careers at public gardens, although could be somewhat fast paced and overwhelming.
Thomas E. Marler and Olympia Terral
S. Christopher Marble, Amy Fulcher, and Richard Karel
Asynchronous online extension classes, in which content is made available on demand, can reach a larger audience, offer more scheduling flexibility, and reduce the strain on limited time and financial resources for extension faculty and staff. In comparison with traditional extension programming (in-person presentations) or online synchronous programming (live webinars), asynchronous programs can require significant time and resources during the initial development stages, including advanced planning and dedicated contributors as well as ongoing information technology (IT) infrastructure and maintenance. The objective of this article is to summarize the development process and inputs needed to successfully develop an online asynchronous extension program based on the authors’ experience developing the Tennessee Master Nursery Producer Program (TMNP). The TMNP is a certificate program for nursery growers in Tennessee designed to improve growers’ long-term environmental, economic, and community sustainability. Developing the online TMNP required three key positions: project coordinator, e-learning specialist, and content developer which spent 473, 401, and 847 hours, respectively, during the development process. Detailed information on development time, requirements, and suggestions for other institutions wishing to develop similar programs is offered.