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Gilberto Uribe and Luisa Santamaria

liked the teaching methods and whether they would be willing to take another hybrid course with a similar design. Table 2. Participant responses to evaluation questions used to gauge participant reception of the 4-week, hybrid Private Pesticide

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Laura A. Sanagorski and George E. Fitzpatrick

half with traditional illustrated lecture-style instruction. Both types of instruction lasted about one hour. Regardless of teaching method, we ensured that all students were given the opportunity to closely inspect each type of defect as well as a tree

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Hui-Shan Chan, Hui-Ying Chu and Mei-Fang Chen

relationships between creativity in shaping floriculture materials and shaping skills would have practical applications for floriculture teachers interested in using diverse teaching methods to attract the interest of students. Materials and methods Subjects

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Hector Eduardo Pérez and Kent D. Kobayashi

Graduate students within the Tropical Plant and Soil Sciences Department at the University of Hawaii at Manoa developed a program that addressed their concerns regarding career enhancement and planned a Professional Development Seminar Series. Students identified topics related to enhancing their overall graduate experience and professional development, such as ethics in research, leadership in graduate school and beyond, interviewing skills, and writing critically for publications. Experts from the University of Hawaii and business communities presented 35- to 40-minute seminars on the various topics. Expectations of the students included participation in discussion sessions and completion of a critical thinking exercise after each presentation. Course evaluations revealed that the new seminar series was considered to be as effective as established courses within the department. On a scale from 1 = strongly disagree to 5 = strongly agree, students learned to value new viewpoints [4.2 ± 0.8 (mean ± SD)], related what they learned in class to their own experiences (4.5 ± 0.8), and felt the course was a valuable contribution to their education (4.4 ± 0.9). Students suggested offering the course during fall semesters to incoming students, reinforcing of the critical thinking exercise, and making the course mandatory for first-year graduate students.

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Elsa Sánchez and Richard Craig

the undergraduate student instructors to be effective teachers. Reflections as the course instructor. Teaching assistants and departmental funding were critical to the success of this teaching method. Two teaching assistants worked a combined 30 h per

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Brian J. Pearson and Kimberly Moore

development of these desired skills in graduates. Can professional skill development be integrated into current learning objectives? Transfer of knowledge and skills within the classroom can occur using a diverse array of teaching methods ( McKeachie, 1994

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Sloane M. Scheiber, Jennifer Hitchcock, Sudeep Vyapari and Lance Osborne

Poster Session 27—Teaching Methods 29 July 2006, 12:00–12:45 p.m.

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Cynthia McKenney

Poster Session 27—Teaching Methods 29 July 2006, 12:00–12:45 p.m.

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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.